Work

The World Bank’s construction of teachers and their work: A critical analysis

Year: 2022

Type: article

Abstract: This article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for greater regulations underpinned by accountability and performativity regimes. In engendering scepticism of teachers’ professional abilities, WB policy discourses reveal an ambivalence about teachers as providers of equitable and quality education: seeing them as a problem while begrudgingly treating them as a solution to the very reforms authorised in the WB policies.

Source: International Journal of Educational Development

DOI: 10.1016/j.ijedudev.2022.102609

Authors: Joseph C. Pesambili, Yusuf Sayed, Amy Stambach

Institutions: Cape Peninsula University of Technology, University of Dar es Salaam, University of Sussex, University of Wisconsin–Madison

Language: English

Topic: Global Educational Policies and Reforms

Subfield: Political Science and International Relations

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,090