Risky Choices
Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault’s notion of governmentality and considers how a co...
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| Format: | Article |
| Language: | English |
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Tuwhera Open Access Publisher
2021-08-01
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| Series: | New Zealand Journal of Teachers' Work |
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| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/308 |
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| _version_ | 1850132584630059008 |
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| author | Claudia Rozas Gómez |
| author_facet | Claudia Rozas Gómez |
| author_sort | Claudia Rozas Gómez |
| collection | DOAJ |
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Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault’s notion of governmentality and considers how a context of simultaneously increased autonomy and surveillance may shape curriculum and assessment choices. To explore these ideas, I use interview data from ten secondary English teachers in the wider Auckland region. I complement Foucault’s (1982) explanation of governmentality with Ball, Maguire, and Braun’s (2012) notion of policy enactment to explore spaces of both compliance and resistance.
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| format | Article |
| id | doaj-art-40b2b98335644944af811e6d71ae7e2f |
| institution | OA Journals |
| issn | 1176-6662 |
| language | English |
| publishDate | 2021-08-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-40b2b98335644944af811e6d71ae7e2f2025-08-20T02:32:11ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622021-08-0118110.24135/teacherswork.v18i1.308Risky ChoicesClaudia Rozas Gómez0University of Auckland Achievement data from New Zealand secondary schools suggest that students from lower socio-economic communities have fewer opportunities to engage with complex content in subject English. This article examines this phenomenon by drawing on Foucault’s notion of governmentality and considers how a context of simultaneously increased autonomy and surveillance may shape curriculum and assessment choices. To explore these ideas, I use interview data from ten secondary English teachers in the wider Auckland region. I complement Foucault’s (1982) explanation of governmentality with Ball, Maguire, and Braun’s (2012) notion of policy enactment to explore spaces of both compliance and resistance. https://ojs.aut.ac.nz/teachers-work/article/view/308secondary English , curriculum, assessment, policy, discourse, subjectivity, neoliberalism, social class. |
| spellingShingle | Claudia Rozas Gómez Risky Choices New Zealand Journal of Teachers' Work secondary English , curriculum, assessment, policy, discourse, subjectivity, neoliberalism, social class. |
| title | Risky Choices |
| title_full | Risky Choices |
| title_fullStr | Risky Choices |
| title_full_unstemmed | Risky Choices |
| title_short | Risky Choices |
| title_sort | risky choices |
| topic | secondary English , curriculum, assessment, policy, discourse, subjectivity, neoliberalism, social class. |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/308 |
| work_keys_str_mv | AT claudiarozasgomez riskychoices |