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    Teacher workload in Australia: National reports of intensification and its threats to democracy

    84189.pdf (266.3Kb)
    Access Status
    Open access
    Authors
    Gavin, Mihajla
    McGrath-Champ, Susan
    Wilson, Rachel
    Fitzgerald, Scott
    Stacey, Meghan
    Date
    2021
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Source Title
    New Perspectives on Education for Democracy: Creative Responses to Local and Global Challenges
    Additional URLs
    https://www.routledge.com/New-Perspectives-on-Education-for-Democracy-Creative-Responses-to-Local/Riddle-Heffernan-Bright/p/book/9780367703448
    ISBN
    9780367703431
    Faculty
    Faculty of Business and Law
    School
    School of Management and Marketing
    URI
    http://hdl.handle.net/20.500.11937/84266
    Collection
    • Curtin Research Publications
    Abstract

    The recent reforms of education, driven by neoliberal logics of choice, competition and autonomy, have fundamentally challenged the importance of education and schooling as core to the healthy functioning of socio-democratic societies. Little attention has been paid, however, to how the de-democratisation of education is affecting the work of teachers as educators. Drawing on data from a series of systematic and comparable large-scale surveys (N=48,000), we draw attention to the stark reality of teachers’ work today in the context of Australia. The most prominent finding is the documentation of the universal intensification of teachers’ work and explosion of teachers’ working hours driven by instruments of compliance, datafication and diminution of time to get on with the core job of teaching. We reflect upon how intensification of teachers’ work threatens the democratic purposes of schooling, and argue for system-level monitoring and evaluation to inform policy-making to challenge de-democratising practices.

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