99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Shaping Change in Teacher Identities: Diffractive Auto/ethnography through Cartomancy
Angela Hostetler1,2
1University of Melbourne, Australia; 2KU Leuven, Belgium
Presenting Author: Hostetler, Angela
“Teacher identity” is a popular topic for discussion and reflection in teacher education programs. We ask pre-service teachers to consider pervasive cultural and personal images of teachers (as expert, caregiver, authoritarian, and so on) in order to accept or resist these images as they contribute to the construction of their own teacher identity. Discussed in theory and aspirational language, teacher identity appears to behave in a reasonably orderly fashion; however, once the novice teacher is introduced to the dynamic world of teaching, teacher identity can become an absolute mess to untangle. As an approach to research, posthumanism offers us a chance to see this mess as beautiful in its lively, evolving, and relational condition. This posthumanist project takes to heart that in order to understand concepts such as identity differently, we must also look differently. After Taylor (2018), who describes posthumanist research as “allowing oneself to be lured by curiosity, surprise, and wonder” (p. 377), I conduct a diffractive auto/ethnographic study to find out what happens if I take seriously the value of play in research, wondering what can be gained, in terms of understandings of teacher identities, through cartomancy (i.e., tarot readings) as a potential source of knowledge. This unconventional approach to research allows me to give generous attention to these teachers’ identities by acknowledging their connections to other selves, other humans, non-humans, and more-than-humans. Through this project, I find an expanded sense of self-perception and an increased recognition of a teacher’s multiple, connected, changing, and changeable identities.
Tarot cards, drawn from the deck and arranged on a table into spreads, are indeterminate, endlessly rearrangeable narratives (Tatham, 1986). When cards are shuffled and drawn during a tarot reading, a new story is formed—“And no reading can be final: the spread leads [the reader] to make one story today; tomorrow, [they] may return to it and craft a quite different story, the change a function of circumstances” (Tatham, 1986, p. 582). Tarot readers and querents (i.e., the person getting the reading) layer the archetypal images of the tarot cards upon their own identities and situations, focusing but not limiting the scope of self exploration. Tarot can provide a space that is both/neither inner or outer because of its semiotic significance: the cards are physical, material things outside of ourselves, yet they represent events, feelings and identities within us. As we conduct a reading, we are making and remaking the meaning of what was before, what no longer is, and what will be. Like Ellsworth (2005), I see the transitional spaces of research-creation events such as tarot readings as opportunities for “interactive openness” wherein “change itself can then be seen as something other than opposition” (p. 34). Research-creation events are opportunities to shape change.
In this manner, a deck of tarot cards operates as a narrative device (although not always a linear narrative) to make visible, even tangible, diffractive discourses surrounding a person’s identity and the intermingling of entities that makes our identities shift and grow. It might even fulfill—in an unexpected way—Zembylas’s (2005) call for “An approach that recognizes that discourses and performances are not absolutely determining” and that might “begin to provide teachers with spaces for reconstituting themselves and their relations with others” (p. 40). No tarot text is authoritative. This project hopes to give teachers the opportunity to participate in an intentional (re)design of their identities, more fully aware of the embodied and collaborative process that is always already occurring.
Methodology, Methods, Research Instruments or Sources UsedResearch-creation is a creative, interdisciplinary approach to academic research that challenges hegemonic ideologies of research methods and products (Loveless, 2019). The Social Sciences and Humanities Research Council (SSHRC) of Canada defines research-creation as “an approach to research that combines creative and academic research practices, and supports the development of knowledge and innovation through artistic expression, scholarly investigation, and experimentation” (2021). My background in performance art and literary theory opened my thinking up to the
possibility that something like cartomancy—interpreting tarot cards—could be seen as an artistic practice. That is, cartomancy can be an act of storytelling shared between the reader, the querent, and the cards. Loveless (2019), referring to the ideas of Thomas King (2003) and Donna Haraway (2003), asserts that “the telling of stories is a political performative. A world-making, knowledge-making practice” (p. 21). Stories are “material-semiotic events” (p. 21) that change not only the way we see the world (episteme), but the world itself (onto), because it changes how we live in the world (ethico). By participating in tarot readings, teachers were able to shape the stories they believed about themselves.
Utilizing a diffractive auto/ethnography (Taylor, 2018), I conducted tarot readings for friends who self-identify as teachers; this practice produced the interviews and readings, and written responses. The interview/tarot readings I do during this project are research-creation events (Truman, 2017). The word event takes the focus off of the researcher, the participant, or the materials, and instead draws the focus to the moment that these entities come together. Thinking, reading, writing, and researching diffractively enable us to take a constructive, positive, and generous approach to our work because diffraction places us in an epistemological state of abundance. Approaching auto/ethnography diffractively means paying vigilant attention to the ways that subjects are entangled in a vast web of beings. For Taylor (2018), diffractive auto/ethnography “offers a possibility to attend to a more-than-human world, to tune into a more flattened ontology of non-individualized, co-constitutive being, and to question a whole array of humanist binaries” (p. 376). Labels such as researcher and participant get messy when we acknowledge that we are constantly reading ourselves through each other.
Conclusions, Expected Outcomes or FindingsBy taking up tarot reading as a method to tinker and mess with teacher identity, I do not aim to suggest it as a tool to be taken up ubiquitously or programmatically. Rather, I present it, after Ellsworth (2005), as an illustration of an anomalous, speculative, experimental approach to the pedagogy of teacher education. I share my method(olog[ies]) as an imagining of the (im)possibilities that feminist poststructuralist, posthumanist play brings to education research. My project does not “fix” what has come before. Carol Taylor (2018) says of the work that goes on in posthumanist higher education, it is neither a wholesale reversal of what has gone on previously nor an installation of
some indubitably ‘new’. It is, instead, a mixed and patchy phenomenon in which
new-old (theories, narratives, practices) jostle in entangled matterings which may, just may, be generative of more response-able ways of knowing about ‘our’ place in (relation-with) the world.” (p. 372) You might imaginatively engage with this project in a subjunctive mood: let us conduct tarot readings as if we could learn from it. Embarking on this exploration, I hope, alongside Ellsworth (2005), “to contribute to efforts to reconfigure educators’ conversations and actions about pedagogy as the force through which we come to have the surprising, incomplete knowings, ideas, and sensations that undo us and set us in motion toward an open future” (pp. 17-18). Approaching teacher identity in a playful manner through tarot reading is not just meant to be a respite from the mundanity of traditional research methods, nor is it a call to revolution. It is an intimately radical effort toward making the identity of the teacher a liveable one.
ReferencesEllsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York: Routledge.
Farley, H. (2009). A cultural history of tarot: From entertainment to esotericism. I. B. Tauris Co & Ltd.
Haraway, D. J. (2003). The companion species manifesto: Dogs, people, and significant otherness. University of Chicago Press.
King, T. (2003). The truth about stories: A native narrative. House of Anansi Press.
Loveless, N. (2019). How to make art at the end of the world: A research-creation manifesto. Duke University Press.
SSHRC. (2021). Definitions. Social Sciences and Humanities Research Council. https://www.sshrc-crsh.gc.ca/funding-financement/programs-programmes/definitions-eng.aspx
Tatham, C. (1986). Tarot and “Gravity’s Rainbow.” Modern Fiction Studies, 32(4), 581-590.
Taylor, C. A. (2018). Edu-crafting posthumanist adventures in/for higher education: A speculative musing. Parallax, 24(3), 371-381.
Truman, S. E. (2017). Speculative methodologies & emergent literacies: Walking & writing as research-creation. [doctoral dissertation, University of Toronto, Canada] TSpace Repository. https://hdl.handle.net/1807/98770
Semetsky, I. R. (2011). Re-symbolization of the self: Human development and tarot hermeneutic. Sense Publishers.
St. Pierre, E. A., & Pillow, W. S. (2000). “Introduction: Inquiry among the ruins.” In E. A. St. Pierre & W. S. Pillow (Eds.) Working the ruins: Feminist poststructural theory and methods in education (pp. 1-24). Routledge.
Weber, S. J., & Mitchell, C. A. (1995). That’s funny, you don’t look like a teacher. Routledge.
Zembylas, M. (2005). Teaching with emotion: A postmodern enactment. Information Age Publishing.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Mapping the Landscapes of Dialogic Teacher Identity: a Multidisciplinary Approach
Laurel Smith
Sheffield Hallam University, United Kingdom
Presenting Author: Smith, Laurel
There has been a significant increase in interest around teacher identity within educational research and teacher education due, in part, to recognition of the fundamental role of the teacher in students’ learning and achievement and questions of how teacher identity links to performance and retention (Hong et al., 2016; Hsieh, 2015). Teachers’ professional identity is seen as shaped by their past experiences and as a key motivating and orienting factor in their actions and beliefs about practice (Hong et al., 2016). However, there is a continuing lack of clarity around what we mean by teacher identity (Solari and Ortega, 2022) and a lack of knowledge about the dynamics of identity construction within teacher education (Henry, 2019). Whilst prior research has focused on the connections between personal and professional identities and the context in which these identities are constructed, there has been little research exploring this diverse and dynamic interplay (Hsieh, 2015). This emerging doctoral study proposes a multidisciplinary theoretical framework and diverse conceptual approach to considering the dynamics and interplay of beliefs, identity, discourse, and experiences within teachers’ identity construction. Recognising that the landscapes of teachers’ professional identities are rich sites of negotiation in the complex process of “becoming someone who teaches” (Henry, 2019, p.269), this study seeks to apply a multidisciplinary dialogic lens to considering the challenges and tensions inherent in developing dialogic approaches to teaching practice.
In the context of dialogic education, attitudes and beliefs are seen as highly influential in the development of dialogic approaches yet understanding how personal and professional dialogic experiences relate to teachers’ professional identities, learning, and practice is a significantly under-researched area (Groschner et al., 2020). Prior research has predominantly focused on an interactional and pedagogical consideration of classroom dialogue; however, studies which have moved beyond this suggest that teachers’ dialogic stance, identity, sociocultural and socio-historical expectations of professional identity may offer insight for understanding why monologic patterns overwhelmingly persist within classrooms (Sherry et al., 2019). Recognising that the challenges for teachers of realising the benefits of a dialogic approach may be bound up in questions of identity, this study seeks to understand professional development related to dialogic practice as a sociocultural process (Hofmann, 2020) and how teachers’ own identities may act as enabling or restrictive forces in relation to dialogic classroom interactions (Sherry et al., 2019).
The proposed theoretical and conceptual framework reflects the multidisciplinary discourse that has shaped understandings of dialogue as pedagogy: the psychological principle of the intimate relationship between language and thought and the sociolinguistic focus on the “the kinds of language and language environments which classrooms actually provide” (Alexander, 2008, p.18). It draws on key theoretical influences, such as Bakhtin’s (1981) dialogism and discourse theory, that have been significant in the development of dialogic teaching practices and which centralise a socio-constructivist understanding of knowledge and learning (Alexander, 2008; Grimmett, 2016). This perspective suggests that classroom dialogic interactions are fundamentally linked with pupils’ and teachers’ identities; where dialogue mediates both the construction of self and wider culture of society (Alexander, 2008), and identity is socially co-constructed through classroom discourse which both shapes and is shaped by teachers’ personal and professional conceptions of self (Sherry et al., 2019).
Methodology, Methods, Research Instruments or Sources UsedSolari and Ortega’s (2022) proposed conceptual framework for understanding teachers’ professional identity construction has been particularly significant in developing the diverse conceptual model on which this study is based. They highlight the multidisciplinary nature of understanding teacher identity construction through a sociocultural lens and develop an approach which sees teacher identity as personal and professional, declared and enacted, and shaped by micro and macro level discourse. However, whilst they assert that a dialogic conceptualisation of identity is one aspect of this sociocultural approach, this study’s conceptual map considers all aspects of teachers’ professional identity construction to be essentially dialogic in nature and that the dialogic spaces within teachers’ identity landscapes are both internally and externally constructed.
Centred on a conceptualisation of teacher identity as dialogic, the emerging visual conceptual map draws on three key theoretical frameworks. Bakhtin’s (1981) theory of dialogism conceptualises identity as polyphonic, shaped by multiple discourses and through dialogue in relation to the internal and external dialogic ‘other’. Here, the struggle between the powerful, privileged language of authoritative discourse and the internalised persuasive discourse of our own stories, speaks to the potential conflicts and tensions in teachers’ professional identity construction. Hermans’ (2003) Dialogical Self Theory builds on Bakhtin’s theory to understand identity as dynamic, multifaceted, and complex, undergoing continual change through internal reconstruction of the self and situated within social interactions and relationships (Henry, 2019). It challenges traditional western perspectives of identity construction as an internal process and dialogue as an external process, bringing these concepts together to create an inclusive understanding of self and society (Grimmett, 2016). Whilst its application to educational research is relatively new, it is an approach that is increasingly utilised to explore a number of educational issues (Grimmett, 2016). Finally, in Holland et al.’s (1998) figured worlds theory, identity intersects past experiences, social relationships and cultural contexts. Through this framework, teachers’ identity construction is positioned as a constantly shifting continuum of ongoing ‘events’ within an intersectional space (Sherry et al., 2019) and highlights the interplay of experiences, social relationships and positions, and cultural contexts at work within the classroom.
Conclusions, Expected Outcomes or FindingsThe multidisciplinary nature of considering identity through a dialogic lens draws on theoretical frameworks from a range of discourse theory - literary, psychoanalytical, and anthropological. Whilst this presents challenges and potential tensions, it offers a perspective which draws on rich and diverse research traditions to consider the ways in which language and dialogue within the context of teachers’ professional identity development has the power to construct social contexts and situations, but may also be limited by them (Bakhtin, 1981). It also reflects the fundamentally dialogic approach to the study, where exploring the internal and external dialogue within identity discourse is seen as a potentially rich and illuminating approach.
The visual conceptual map at the heart of this emerging doctoral study, seeks to establish a creative, diverse and multidisciplinary dialogue through which we might develop a deeper understanding of the complex relationship between teacher identity and dialogic approaches to teaching. Inspired by Swaaij and Klare’s The Atlas of Experience, mapping teachers’ dialogic identities offers a new way to visualise and explore the potential tensions, conflicts and congruences which may arise through the ongoing journey of identity construction situated within this landscape.
Research which explores ways in which teacher identity construction connects with dialogic practices and teacher education is of significant importance if we are to move beyond the limits of our “inherited educational culture” (Alexander, 2008, p.18). The theoretical and conceptual frameworks explored in this study further highlight the importance of examining the identity positioning at work in the potentially dialogic and socially situated spaces of teaching. In this way we might begin to understand the challenges of a dialogic approach in a more nuanced way - as either enabled or constrained by the multiplicity of discourses and voices integral to the complex business of becoming a teacher.
ReferencesAlexander, R. (2008). Towards Dialogic Teaching: Rethinking classroom talk (4th ed.). UK: Dialogos UK Ltd.
Bakhtin, M.M., (1981). The Dialogic Imagination: Four Essays. University of Texas Press: USA
Grimmett, H. (2016). The Problem of "Just Tell Us": Insights from Playing with Poetic Inquiry and Dialogical Self Theory. Studying Teacher Education, 12(1), 37.
Groschner, A., Jahne, M.F., and Klas, S. (2020). Attitudes Towards Dialogic Teaching and the Choice to Teach: The role of preservice teachers’ perceptions on their own school experience, in Mercer, N., Wegerif, R., and Major, L. (eds) The Routledge International Handbook of Research on Dialogic Education.
Henry, A. (2019). A Drama of Selves: Investigating Teacher Identity Development from Dialogical and Complexity Perspectives. Studies in Second Language Learning and Teaching, 9(2), 263-285.
Hermans, H.J.M. (2003). The Construction and Reconstruction of a Dialogical Self. Journal of Constructivist Psychology, 16:2, 89-130.
Hofmann, R. (2020). Attitudes Towards Dialogic Teaching and the Choice to Teach: The role of preservice teachers’ perceptions on their own school experience, in Mercer, N., Wegerif, R., and Major, L. (eds) The Routledge International Handbook of Research on Dialogic Education.
Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Agency and identity in cultural worlds. Cambridge, MA: Harvard.
Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study: JET. Journal of Education for Teaching, 43(1), 84-98.
Hsieh, B. (2015). The importance of orientation: implications of professional identity on classroom practice and for professional learning. Teachers and Teaching: Theory and Practice, 21(2), 178.
Sherry, M. B., Dodson, G., & Sweeney, S. (2019). Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom. Linguistics and Education, 50, 36.
Solari, M., & Ortega, E.M. (2022). Teachers’ Professional Identity Construction: A Sociocultural Approach to Its Definition and Research. Journal of Constructivist Psychology, 35(2), 626-655.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Teachers Agency in the Time of Postcolonial Education Reform
Thao Du
Maynooth university, Ireland
Presenting Author: Du, Thao
After years of economic destruction caused by the Vietnam War, the Vietnamese government issued the Open Door policy in 1986, making education reform the national top priority. Literature suggests that teachers are central to education reform as their response to the reform shapes its implementation and consequences (Vongalis-Macrow, 2007; Robinson, 2012; Schmidt and Datnow, 2005; Swanepoel, 2008). Meanwhile, in the context of globalisation, Western education ideologies have once again made their way back to the education system (Trinh, 2018). The Vietnamese government has set goals of education reform as ‘Internationalisation’ and ‘Global standards’ (Moet.gov.vn), allowing and encouraging the establishment of foreign-invested schools or so-called international schools. Through these reform policies where globalisation acts as a driving force, education in Vietnam is formed through the Neocolonial process privileging rich families who can afford them. This has shifted the landscape of education in the country with a division between public (public schools) and private sectors (international schools). Nevertheless, little is known about how this division in the education system affects the teaching profession: their working conditions, the expectations various stakeholders have of them, and the nature of their work in these parallel systems. My study begins to address this gap in research by exploring teachers' perceptions of their agency in these parallel public and private education systems.
In order to do so, my thesis focuses on the following research questions:
-
How do teachers in public schools and international schools enact their agency at all levels (classroom, school, community, and education system)?
-
How do education reform policies as well as teachers’ personal and professional backgrounds and aspirations shape the agency enactment of teachers in public schools and international schools?
-
How does the teachers’ agency enactment in both public schools and international schools influence the implementation of Education Reform?
This paper is inspired by the first chapter of my thesis which draws on the postcolonial theory (i.e, David, 2008; Crossley and Tikly, 2004; Rizvi, 2007) to provide the readers with the context of Vietnam education. This paper consists of two main parts: the context of education in Vietnam through a postcolonial lens and the context of public school teachers and international school teachers. By using thematic analysis of relevant studies as well as recent education reform policies, the paper argues that western influences are prevalent in the recent education reforms and as result in the education system. As such, Vietnam's education system has adopted Western education ideologies. Hence, this paper also argues that through the enactment of education reform policies where globalisation acts as a driving force, education in Vietnam is formed through the Neocolonial process privileging the postcolonial elites (defined here as the emerging middle class and upper-middle class). Consequently, literature tells us it has led to a distinction between public schools for the poor and international schools for those who can afford them (e.g, Wright, 2020; Bunnell, 2020; Kennedy and Power, 2010). Such division impacts the education system as a whole as well as everyone involved in it. Therefore, the second part of this paper provides the readers with the context of public school teachers and international school teachers in terms of policies, responsibilities, standards, workload, and payment.
Methodology, Methods, Research Instruments or Sources Used
As stated in the abstract, this paper consists of two main parts: the context of Vietnam education through a postcolonial lens and the context of teachers in public schools and international schools. The first part - the context of education in Vietnam through a postcolonial lens - is analysed through thematic analysis. Literature is selected based on its relevance to the research focus. Some examples of keywords used when searching for literature are ‘postcolonial theory’, ‘postcolonial education’, ‘Vietnam education reform’, ‘Neocolonialism’, and ‘Vietnamese teachers’. The rationale for thematic analysis of relevant literature is that thematic analysis is flexible for complex data sets (Saunders et al., 2015) and allows the researchers to identify the key ideas which are closely related to the research objectives (Braun and Clarke, 2006). Therefore, the main themes are identified based on the main key themes of postcolonial theories. These themes are (1) colonial education and its legacies; (2) Education reform as a praxis of postcolonialism; (3) Neocolonial education as driven by globalisation; and (4) the formation of elitism through neocolonial education. Moreover, as there is a close relationship between postcolonialism, neocolonialism, and elitism tackled by former studies (i.e, Uzoigwe, 2019; Lahiri-Roy and Belford, 2021; Hill, 2006; Bunnell 2010), the third and the fourth themes emerged as key themes of the analysis.
The second part - context of public school teachers and international school teachers - is analysed through analysis of education reform policies of Vietnam and thematic analysis of relevant studies. When it comes to selection, chosen policies must meet the following categories: (1) must be the most recent; (2) must be about education reform; and (3) must be about teaching profession after the issuing of education reform policies. Hence, education reform policies selected for analysis are: Circular 20/2018/TT-BGDĐT - Professional Standards for Teachers (Gov, 2018); Circular 01, 02, 03, 04/2021/TT-BGDĐT - payment of government officials (Gov, 2021); and Decree 86/2018/NĐ-CP- Regulations for international cooperation and investment in the Education sector (Gov, 2018). When analysing the policies, there are four main themes emerged: responsibilities, standards, workload, and payment. Relevant studies about Vietnamese teachers are also analysed based on these themes. Analysis of Decree 86 is also used to support the findings of the first part.
Conclusions, Expected Outcomes or FindingsEarly analysis of data revealed that French and American colonial education has shaped the Vietnam education system nowadays in terms of its structure and administration. Moreover, the results indicated that education reform is an evitable process of postcolonialism since the country has attempted to regain its national identity. Another finding that emerged from the findings is that by the establishment of foreign-invested schools or so-called international schools due to the notion of globalisation, education reform of the country is adopting Western education ideologies. Such a process is referred to as Neocolonialism which is the influence of developed countries on developing countries, namely in the fields of education through indirect political and economic control (Altbach, 1971). Moreover, it is anticipated that Neocolonial education has privileged the rich families (the emerging middle-class and upper-middle-class elites) who can afford international schools. This situation has created a division between the public and private sectors: public schools for common people and international schools for the elites.
Early analysis of policies concerning teachers showed that the responsibilities, standards, workload, and payment of international school teachers are different from those of public school teachers. Particularly, teachers in public schools are strictly tied into policies with a long list of responsibilities, standards, and heavy workload while international school teachers are shown to have more freedom with a much higher payment. Hence, in the same country, there is a division between local teachers of the developing world and elite teachers in the Neoliberal world. Those differences may result in a gap in agency between teachers in public schools and those in international schools. Since this paper is developed from the first chapter of my PhD thesis, this paper not only provides readers with the landscape of Vietnam's postcolonial education reform but also states the significance of my whole thesis.
ReferencesAltbach, P.G., 1971. Education and neocolonialism. Teachers College Record, 72(4), pp.1-10.
Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative research in psychology, 3(2), pp.77-101.
Bunnell, T., 2022. The crypto-growth of “International Schooling”: Emergent issues and implications. Educational Review, 74(1), pp.39-56.
Communist Party of Vietnam, 2018. Quy định về hợp tác, đầu tư của nước ngoài trong lĩnh vực giáo dục. Hanoi: Central Office of the Communist Party. Available at: https://thuvienphapluat.vn/van-ban/Dau-tu/Nghi-dinh-86-2018-ND-CP-quy-dinh-ve-hop-tac-dau-tu-cua-nuoc-ngoai-trong-linh-vuc-giao-duc-337783.aspx [Accessed 11 November 2022]
Crossley*, M. and Tikly, L., 2004. Postcolonial perspectives and comparative and international research in education: A critical introduction. Comparative education, 40(2), pp.147-156.
David, K.K., 2008. Revisiting post-colonial education development: Reflections on some critical issues. Comparative Education Bulletin, 11(2008), p.21.
Kennedy, M. and Power, M.J., 2010. The smokescreen of meritocracy: elite education in Ireland and the reproduction of class privilege.
Lahiri-Roy, R. and Belford, N., 2021. ‘A Neo-colonial Education’: Querying its Role in Immigrant Identity, Inclusion and Empowerment. Journal of Intercultural Studies, 42(2), pp.235-252.
Rizvi, F., 2007. Postcolonialism and globalization in education. Cultural Studies? Critical Methodologies, 7(3), pp.256-263.
Robinson, S., 2012. Constructing teacher agency in response to the constraints of education policy: Adoption and adaptation. Curriculum Journal, 23(2), pp.231-245.
Schmidt, M. and Datnow, A., 2005. Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and teacher education, 21(8), pp.949-965.
Swanepoel, C., 2008. The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform. South African journal of education, 28(1), pp.39-52.
The Ministry of Education, 2018. Chuẩn nghề nghiệp giáo viên cơ sở giáo dục phổ thông. Hanoi: Central Office of the Communist Party. Available at: https://luatvietnam.vn/giao-duc/thong-tu-20-2018-tt-bgddt-chuan-nghe-nghiep-giao-vien-co-so-giao-duc-pho-thong-166608-d1.html [Accessed 11 November 2022]
The Ministry of Education, 2021. Tiêu chuẩn, xếp lương giáo viên THPT công lập. Hanoi: Central Office of the Communist Party. Available at: https://luatvietnam.vn/co-cau-to-chuc/thong-tu-04-2021-tieu-chuan-xep-luong-giao-vien-thpt-cong-lap-198083-d1.html [Accessed 11 November 2022]
Trinh, A.N., 2018. Local Insights from the Vietnamese Education System: the impacts of imperialism, colonialism, and the neo-liberalism of globalization. International Education Journal: Comparative Perspectives, 17(3), pp.67-79.
Uzoigwe, G.N., 2019. Neocolonialism is dead: long live neocolonialism. Journal of Global South Studies, 36(1), pp.59-87.
Vongalis-Macrow, A., 2007. I, Teacher: Re-territorialization of teachers’ multi-faceted agency in globalized education. British journal of sociology of education, 28(4), pp.425-439.
Wright, S., 2020. Language education and foreign relations in Vietnam. Language in Use, pp. 211-226. Routledge.
|
