Investigating refractions – the impact of neoliberal education reforms to the teachers working life in Estonia

Authors

  • Maarja Tinn

DOI:

https://doi.org/10.12697/eha.2020.8.1.07

Keywords:

refraction, neoliberal educational changes, life history interviews, teacher

Abstract

Viimaste aastakümnete hariduspoliitilist arengut läänemaailmas on suunanud neoliberalistlikud initsiatiivid, mille tulemusel on suurenenud muutustele keskenduvate uuringute arv. Siinses uurimuses kasutatakse muutustega kaasnenud mõju uurimiseks murrangute kontseptsiooni, seades eesmärgiks selgitada ja mõista neoliberaalsete haridusreformide trajektoore Eestis aastatel 1987–2017. Selleks loodi esmalt muutuste tausta kirjeldavad süsteemi ja tööelu narratiivid, mille alusel tehti kindlaks toimunud murrangud ning nende mõju õpetajate tööelule. Olgugi et süsteemi narratiiv toetas neoliberalistliku initsiatiivi rakendamist, esines nende trajektoorides arvukaid murranguid. Süsteemi ja tööelu narratiivi kõrvutades ilmnes, kuidas reformid töötasid sageli õpetajate kogemuse ja töö ajaloo konteksti vastu, selgitades nii murrangute tagamaid. Mõned negatiivsed tagajärjed – näiteks kogukonna killustumine või kogukonnasisese hierarhia tekke tajumine – ei ole seega otseselt mõne reformi või initsiatiivi tulemus, vaid toimunud murrangu esilekutsutud muutuse tagajärg.

PDF Summary

Downloads

Download data is not yet available.

References

Aava, K. (2010). Eesti haridusdiskursuse analüüs. Tallinna Ülikool sotsiaalteaduste dissertatsioonid: TLÜ.

Apple, M. (2006). Understanding and Interrupting Neoliberalism and Neoconservativism. Pedagogies: An International Journal 1(12), 21–26. https://doi.org/10.1207/s15544818ped0101_4

Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215−228. https://doi.org/10.1080/0268093022000043065

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3(2), 77−101. https://doi.org/10.1191/1478088706qp063oa

Cuban, L. (1984). How Teachers Taught: Constancy and Change in American Classrooms, 1890-1980. New York: Longman.

Dey, I. (2005). Qualitative Data Analysis: A User-Friendly Guide for Social Scientists. London, New York: Routledge.

Freidson, E. (2001). Professionalism. The Third Logic. Cambridge: Polity Press. Fullan, M. (1999). Change Forces: The Sequel. London: Falmer Press.

Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, 1(1), 5−28. https://doi.org/10.1023/A:1010068703786

Goodson, I. F. (1994). Studying Curriculum: Cases and Methods. Buckingham: Open University Press.

Goodson, I. F., Sikes, P. (2001). Life history research in educational settings – Learning from lives. Buckingham and Philadelphia: Open University Press.

Goodson, I. F. (2005). Long Waves of Educational Reform. Learning, curriculum and life politics: The selected works of Ivor F. Goodson. Abingdon: Taylor and Francis.

Goodson, I. F., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers’ missions, memory, and meaning. Educational Administration Quaterly, 42(1), 42–61. https://doi.org/10.1177/0013161X05278180

Goodson, I. F., & Anstead, C. J. (2008). Investigating the teacher’s life and work. Rotterdam: Sense.

Goodson, I. F. (2010). Times of educational change: towards an understanding of patterns of historical and cultural refraction. Journal of Education Policy, 25(6), 767−775. https://doi.org/10.1080/02680939.2010.508179

Goodson, I. F., & Gill, S. R. (2011). Narrative pedagogy: life history and learning. New York: Peter Lang.

Goodson, I. F. (2012). Developing a Concept of ’Refraction’: Exploring Educational Change and Oppositional Practice. Education Practice and Theory, 34(1), 5−24. https://doi.org/10.7459/ept/34.1.02

Goodson, I. F. (2013). Developing Narrative Theory. Life Histories and Personal Representation. New York, USA: Routledge.

Goodson, I. F. (2014a). Õpetajate elu ja töö uurimine. Eesti Haridusteaduste Ajakiri, 2(2), 28−47. https://doi.org/10.12697/eha.2014.2.2.02b

Goodson, I. F. (2014b). Context, curriculum and professional knowledge. History of Education. Journal of the History of Education Society, 43(6), 768−776. https://doi.org/10.1080/0046760X.2014.943813

Goodson, I. F., & Rudd, T. (2016). Restructuring, Reform and Refraction: Complexities of Response to Imposed Social Change. Educational Practice and Theory, 38(2), 5−21. https://doi.org/10.7459/ept/38.2.02

Goodson, I. F., & Rudd, T. (2017). The Limits of Neoliberal Education: Refraction, Reinterpretation and Reimagination. T. Rudd, I.F. Goodson (Ed.), Negotiating Neo liberalism: Developing Alternative Educational Visions. (pp.183−200). Rotterdam Boston Taipei: Sense Publishers.

Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. New York: Teachers’ College Press.

Hsieh, H. F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687

Hursh, D. (2007). Assessing No Child Left Behind and the Rise of Neoliberal Education Policies. American Educational Research Journal, 44(3), 493–518. https://doi.org/10.3102/0002831207306764

Leijen, Ä., Kullasepp, K., & Ots, A. (2013). Õpetaja professionaalse rolli internaliseerimise hindamine õpetajakoolituse esmaõppe üliõpilaste hulgas. Eesti Haridusteaduste Ajakiri, 1, 72−96. https://doi.org/10.12697/eha.2013.1.05

Lieberman, A. (Toim). (1995). The Work of Restructuring Schools. New York: Teachers College Press.

Liiv, K. (Toim). (1998a). Põhikooli ja gümnaasiumi lõpueksamite korraldamise ja kooli lõpetamise kord. Kinnitatud haridusministri 13. oktoobri 1997. a määrusega nr 19. Haridusministeeriumi Teataja 1998. Tallinn.

Liiv, K. (Toim). (1998b). Koolieelse lasteasutuse, põhikooli ja gümnaasiumi õppe- ja kasvatustegevuse riikliku järelvalve kord. Haridusministri 12. märtsi 1996. a. määruse nr. 11 muutmine ja täiendamine 1997. a 18. novembri määrusega nr 26. Haridusministeeriumi Teataja 1998. Tallinn.

Lindblad, S., Goodson, I. F. (2011). Professional knowledge and educational restructuring in Europe. I. F. Goodson, S. Lindblad (Ed.), Researching the Teaching Profession under Restructuring (pp. 1−10). Sense Publishers.

McAlpine, L. (2016). Miks kasutada narratiivi? Lugu narratiivist. Eesti Haridusteaduste Ajakiri, 4(1), 6−31. https://doi.org/10.12697/eha.2016.4.1.02

Meyer, J., Kamens, D., & Benavot, A. (1992). School Knowledge for the Masses. London and Washington, DC: Falmer Press.

Mikser, R., Goodson, I. F. (2017). The concept of refraction and the narrative approach to exploring reform initiatives in education: Conceptual and methodological issues. P. Vihalemm, A. Masso, S. Opermann (Ed.), The Routledge International Handbook of European Social Transformations (pp. 84−97). London: Routledge Taylor & Francis Ltd.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis, 2nd Ed., (pp. 10–12). Newbury Park, CA: Sage.

Murphy, J. (1991). Restructuring schools: Capturing and assessing the phenomena. New York: Teachers College Press.

Parker, G. (2015). School Direct: A critique. Power & Education, 7(1), 106–112. https://doi.org/10.1177/1757743814567390

Poom-Valickis, K., & Löfström, E. (2014). Pikiuuring õpetajaks õppijate professionaalse identiteedi kujunemisest. Eesti Haridusteaduste Ajakiri, 2(1), 241−271. https://doi.org/10.12697/eha.2014.2.1.10

Rudd, T., & Goodson, I. F. (2014). Studying Historical Periodisation. Towards a concept of refraction. A. Teodoro, M. Guilherme (Ed.). European and Latin American Higher Education Between Mirrors (pp. 139−154). Rotterdam: Sense Publishers.

Sirk, M., Ümarik, M., Loogma, K., & Niglas, K. (2017). Koostöö kutseõpetaja professionaalsust määrava tegurina. Eesti Haridusteaduste Ajakiri, 5(2), 80−105. https://doi.org/10.12697/eha.2017.5.2.04

Timoštšuk, I., Ugaste, A., & Mets-Alunurm, K. (2018). Õpetajate õppimiskogemused neoliberaalsete haridusmuutuste taustal. Eesti Haridusteaduste Ajakiri, 6(1), 77−101. https://doi.org/10.12697/eha.2018.6.1.04

Tomasevski, K. (2006). Globalizing What? Education as a Human Right or a Traded Service. Indiana Journal of Global Legal Strategies, 12(1),1–778. https://doi.org/10.2979/gls.2005.12.1.1

Torres, R. M. (1999). Politics of Educational Innovations in Developing Countries: An Analysis of Knowledge and Power. N. P. Stromquist, M. L. Basile (Ed.). Improving the Quality of Basic Education? The Strategies of the World Bank (pp. 29–92). New York: Falmer.

Tyack, D., & Hansot, E. (1992). Learning Together: A History of Coeducation in American Public Schools. New York: Russell Sage.

Tyack, D., & Tobin, W. (1994). The ‘Grammar’ of Schooling: Why Has it Been so Hard to Change? American Educational Research Journal, 31(3), 453–479. https://doi.org/10.3102/00028312031003453

Ümarik, M., & Goodson, I. F. (2018): Nostalgia in the narratives of vocational teachers as a way of understanding responses to change. Critical Studies in Education, 1–16. https://doi.org/10.1080/17508487.2018.1500385

Published

2020-05-01

How to Cite

Tinn, M. (2020). Investigating refractions – the impact of neoliberal education reforms to the teachers working life in Estonia. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 8(1), 156–182. https://doi.org/10.12697/eha.2020.8.1.07

Issue

Section

Articles