Index
James Reid
(University of Huddersfield, UK)
Primary Teachers, Inspection and the Silencing of the Ethic of Care
ISBN: 978-1-78756-892-1, eISBN: 978-1-78756-891-4
Publication date: 17 September 2018
This content is currently only available as a PDF
Citation
Reid, J. (2018), "Index", Primary Teachers, Inspection and the Silencing of the Ethic of Care, Emerald Publishing Limited, Leeds, pp. 163-169. https://doi.org/10.1108/978-1-78756-891-420181008
Publisher
:Emerald Publishing Limited
Copyright © 2018 James Reid
INDEX
Abstraction
ideological
, 20–21, 22, 37–40, 67–71, 75–80
political
, 20, 37–40, 146
Accountability circuits
, 40
Action plans
, 6, 13
Alienation
, 71, 136
Anne
, 10
Applied ethics
, 5, 6
Assessing Pupils’ Progress: A Teacher’s Handbook (APP)
, 81–84, 116, 120–121, 148
Assessment focuses (AFs)
, 81, 83, 116
Attachment theory
, 75
Attainment
, 6
targets
, 83
Attentiveness
, 21, 22, 40, 58, 61, 145, 150
Autonomy
, 12, 149
controlled
, 36
productive
, 37
Baier, Annette
, 147–148, 149
Balance
, 135
Ball, S. J.
, 52, 142
Bauman, Z.
, 52
Belonging
, 126–129
Bifurcated consciousness
, 32–33, 62, 71, 126
Black Papers
, 75
Black Report
, 75
Blair, Tony
, 35
Blaming teacher
, 20–21, 75, 86–87
Bowlby, J.
, 75
Brenda
, 4, 5, 7, 10, 13, 19–20, 45–65, 71, 95, 99, 106, 107
Brown, Gordon
, 35
Callaghan, James
, 37, 38–39
Cameron, David
, 35
Capitalism
, 13
Card, C.
, 51
Care
, 91–93, 115–116
aspects of
, 58–59, 145–146, 150–151
definition of
, 59–62, 125–126
elements of
, 58–59, 145–146, 150–151
ethic of. See Ethic of care
experience and
, 61
phases of
, 33, 39–40, 58–59, 145–146, 150–151
teachers’ experiences and understanding of
, 4, 23
understanding
, 47–48
and work
, 61
Caregivers
, 20, 21, 33, 60, 147
objectifying
, 65
teachers as
, 95–99
Caregiving
, 33, 38, 40, 41, 50, 58–59, 93, 109, 125–134, 145–146, 150–151
Care receivers
, 20, 21, 33, 60, 88, 147
responsiveness of
, 59, 146, 151
teachers as
, 99–107
Care receiving
, 33, 40, 50, 59, 93, 109, 125–134, 146, 151
Caring about
, 33, 34, 39, 58, 145, 146, 149, 150
families
, 97–99
others
, 99–102
work
, 96–98
Caring democracy
, 42
Caring for
, 41, 95
Caring with
, 33, 34, 59, 146, 147, 151, 153
Carpenter, Sara
, 134
Central Advisory Council for Education (CACE)
, 4, 37, 38, 75
Centrality of texts
, 40–42
Charlie
, 9, 21–22, 89–110, 127–132, 134
Child care experts
, 56
Children
in need, provision of services for
, 76–77
policy-making, ideological abstraction through
, 75–80
teacher’s relationship with
, 95
welfare
, 36
Children’s Workforce Development Council (CWDC)
, 79, 80
Children Act 1989 (CA89)
, 36, 75–76
Section 1
, 76
Section 2
, 76
Sections 2–4
, 76
Section 3(1)
, 76
Section 3(5)
, 74
Section 17
, 76, 78, 79
Section 17(1)
, 76–77
Section 17(10)
, 77
Section 31(9)
, 78
Section 47
, 76, 78–80
Section 47(1)
, 77
Children Act 2004
, 36
Children and their Primary Schools
, 37
Climbié, Victoria
, 78
Cognitive development stage model
, 49
Cognitive model of moral development
, 47
Common Assessment Framework (CAF)
, 79, 80
Common-law duty of care
, 73–74
Compassion
, 53
Competence
, 58–59, 145–146, 150–151
Confederation of British Industry (CBI)
, 83
Conflict
, 58, 145, 150
Consciousness
, 13–14, 16, 18, 22, 61, 62, 129–132, 136
bifurcated
, 32–33, 62, 71, 126
double
, 72
Constructivist ontology
, 141
Contractual duty of care
, 73
Coordination
, 34
Creativity
, 37
Critical policy analysis
, 7
Davion, V.
, 51
Deontological ethics
, 53
Department for Children Schools and Families (DCSF)
, 81, 84–85
Department for Education (DfE)
, 36, 40, 74
Department for Education and Employment (DfEE)
, 81–83, 116
Department for Education and Science (DES)
, 39
Department for Education and Skills (DfES)
, 35, 41, 117
Developmental approach
, 75
Double consciousness
, 72
Doucet, A.
, 15
Economic instrumentalism
, 34
Education Act 1992
, 37
Education Act 2002
, 36
Section
, 175, 78
Education Act 2005
, 12
Section
, 5, 115
Education Act 2011
, 115
Education Reform Act 1988 (ERA)
, 35–37, 75, 92
Emotional labour
, 33, 94, 149
Emotional self
, 38
Empathy
, 53
Employability
, 35
Employment
, 35
Empowerment
, 142–144
English primary schools, performativity and inspection in
, 36–37
Engrossment
, 20, 51, 52, 95, 96, 98, 109
Equality
, 52
Essentialism
, 50
Ethic of care
applied ethics
, 5, 6
Gilligan, criticisms of
, 49–50
metaethics
, 5, 6
moral
, 55–58
Noddings, criticisms of
, 51–52
normative ethics
, 5, 6
political
, 5, 19–20, 33, 43, 45–65
Every Child Matters (ECM)
, 35–36, 75, 78, 80, 116
Exclusivity
, 60
Expressive Collaborative Model
, 47, 48, 65, 142, 144–145
metaethic of
, 52–55
Families policy-making, ideological abstraction through
, 75–80
Feedback loops
, 40, 86, 123, 135
Feminine Approach to Ethics and Moral Education
, 50
Feminine traits
, 53, 95
Fidelity
, 22, 31, 34, 111–136
in everyday practices, achieving
, 114–115
First wave of feminist debates, of ethic of care
, 48–52
Framework for Assessment
, 80
Framework for School Inspection, The
, 115
Freud, Sigmund
, 96
Froebelian approach
, 37–38, 75
Gender, role in caring arrangements
, 129
Gilligan, Carol
, 20, 47–51, 53, 55–57, 63–65, 93
criticisms of ethic of care
, 49–50
Gleeson, D.
, 36, 37
Gove, Michael
, 39, 86–87
Governance Handbook for Academies, Multi-Academy Trusts and Maintained Schools
, 36
Governmentality
, 4
Greening, Justine
, 36
Gunter, H.
, 36, 37
Haraway, D. J.
, 14
Harding, S.
, 14–15
Harstock, N.
, 14
Heather
, 9–10
Held, Virginia
, 149
Her Majesty’s Chief Inspector (HMCI)
, 12
Higher level teaching assistants (HLTAs)
, 8, 10
Historical materialism
, 13, 71
Ideological abstraction
, 20–21, 22, 37–40, 67–71
through children and families policy-making
, 75–80
Ideological advantage, forces of
, 63–64
Ideological circle
, 39
Ideological power
, 35
Ideological struggle
, 4
In a Different Voice
, 48–49, 50, 54, 65
Inclusivity
, 60
Inequality
, 61, 134
In loco parentis
, 41, 73
Inner London Education Authority (ILEA)
, 38
Inspection, in English primary schools
, 36–37
Inspection, teachers’ everyday work during
, 1–24
job dissatisfaction
, 11–13
methodological considerations
, 13–16
Inspectors, duties and responsibilities of
, 12
Institutional circuit
, 39, 42, 86
Institutional ethnographer
, 4
Institutional ethnography (IE)
, 4, 13, 15, 17, 142, 144, 145
Instrumentalism
, 52
economic
, 34
Instrumental requirements of education
, 4
Integrity
, 59, 146, 151
Intellectual capital
, 39
Intentional silences
, 133
Interpersonal skills
, 41
Interpretive responsibility
, 144
Intertextual hierarchy
, 32
“I” poems
, 15–17, 129–132
Jennie
, 11, 23, 137–153
Job dissatisfaction
, 11–13
Job dissatisfiers
, 11
Julie
, 9, 95, 100, 103, 127
Justice
, 49, 149
Justice-orientated ethical theory
, 47, 53, 93
Kantian morality
, 122
Kathryn
, 1–3, 9, 11, 18, 19, 96
Kohlberg, Lawrence
, 20, 48–51
Listening Guide, The
, 15, 17, 72, 151
Local authority
, 77, 78, 103–105
Local Education Authority (LEA)
, 107
Longino, H. E.
, 14
Love
, 95
Luff, P.
, 92, 93
Lyn
, 9, 22, 97, 98, 101, 105, 108, 111–136
Maggie
, 10, 101, 103
Major, John
, 35
Marie
, 10, 20–21, 67–72, 88, 102, 119–120, 125
Marketisation
, 52
Marx, Karl
, 13, 14
Maslow’s hierarchy of needs
, 98, 99
Maternal care ethics
, 92
Maternal Thinking: Toward a Politics of Peace
, 56
Mauthner, N. S.0
, 15
May, Theresa
, 35
Mazzei, L. A.
, 133
Mead, George H.
, 92, 96
Metaethics
, 5, 6
Mission Statement
, 72, 79
Moral Boundaries: A Political Argument for an Ethic of Care
, 47, 62
Moral boundaries
personal
, 21–22, 89–110
professional
, 21–22, 89–110
Moral development
, 144–145
Moral education
, 20
Moral ethic of care
, 55–58
Morality
, 47, 54, 124
Kantian
, 122
rational
, 22
Moral point of view boundary
, 122–123
Moral responsibility
, 52, 53
Moral self
, 38
National Council for School Leadership
, 39, 86
National Curriculum: Handbook for Teachers in England
, 40, 81–84, 116
National Union of Teachers (NUT)
, 73, 74
Nature of humans
, 122–125
Needs
, 39
assumed
, 20, 40
expressed
, 20, 40
Maslow’s hierarchy of
, 98, 99
Nellie
, 10
Neoliberalism
, 35, 39, 40, 47, 52
Networks of social relations
, 17
New Labour
, 35
Newly Qualified Teacher (NQT)
, 9, 10, 104, 130
Nias, Jenny
, 4, 11, 46, 92–100, 102, 103, 105, 106, 108, 109, 127, 141, 142
Noddings, N.
, 20, 47, 48, 50–52, 55, 60, 92–99, 102–104, 106–109
feminine approach to ethics and moral education, criticisms of
, 51–52
Norma
, 8, 18–19, 25–43, 55–56, 75, 97–98, 101, 124
Normative ethics
, 5, 6
Notice to improve
, 146, 148–152
Notification of Visits and Contact Form (NOVAC)
, 105, 120
Nurturance
, 53
Objective self
, 19
Office for Standards in Education, Children’s Services and Skills (Ofsted)
, 4, 7, 12, 18, 21, 32, 37, 43, 54, 71, 88, 104
caregiving and care receiving, shaping of
, 125–132
organising power of
, 115–122
report
, 6, 34
O’Neill, Onara
, 149, 152, 153
On the Moral Purposes of School Reform
, 39, 86
Oppression
, 72, 123
Orientating theory
, 47
Othering
, 52, 109
Panoptican teaching, teachers’ experience in
, 1–3, 18
Parental responsibility
, 75–76
Parochialism
, 50, 123
Particularity
, 57, 58, 61–62, 143, 145, 150
Paternalism
, 88, 123
Performativity, in English primary schools
, 36–37
Personal, Social, Health and Economic Education
, 40
Personal, Social and Health Education (PHSE)
, 85
Personal moral boundaries
, 21–22, 89–110
Personal pronouns
, 16
Piaget, Jean
, 49, 75
Plowden, Bridget
, 37–39, 75
Plowden Report
, 4, 37, 38, 75
Plurality
, 57, 61–62, 143, 145
Policy actors, teachers as
, 7
Political abstraction
, 20, 37–40, 146
Political ethic of care
, 5, 19–20, 33, 43, 45–65
Expressive Collaborative Model, metaethic of
, 52–55
first wave of feminist debates
, 48–52
metaethic of Expressive Collaborative Model
, 52–55
second wave of feminist debates
, 55–58
‘Politics first’ approach
, 20–21, 34, 43, 67–88, 135–136
Post Graduate Certificate in Education (PGCE)
, 8, 9, 31
Power
, 4–7, 13–17, 19–23, 34, 35, 39, 42, 46–48, 53, 85–88, 94, 97, 99, 102, 105, 107, 109, 115–122, 148
Practice of care
, 59, 146, 151
Practice of responsibility
, 143, 144
Practitioner’s Guide, The
, 80
Primary Framework
, 83–84
Primary Teachers Talking
, 4, 48
Private life
, 126–129
Privileged irresponsibility
, 17, 22, 35, 58, 61, 64–65, 126, 133, 145, 146, 150
Professional communication
, 122
Professionalism
, 37
Professional moral boundaries
, 21–22, 89–110
Public life
, 126–129
Pupils’ progress assessment
, 20–21, 22
Purposiveness
, 57
Qualifications and Curriculum Authority (QCA)
, 81–83, 116
Quality of leadership
, 6
Quality of management
, 6
Rational morality
, 22
Reinforcement
, 135
Relations of ruling
, 5, 34, 114
Relegation
, 135
Resources
, 58–59, 145–146, 150–151
Responsibility
, 21, 22, 32, 40, 48, 54–55, 58, 61, 120, 145, 150
interpretive
, 144
moral
, 52, 53
parental
, 75–76
practice of
, 143, 144
Responsiveness, of care receiver
, 59, 146, 151
Rights
, 49
Risk assessment
, 12
Rousseau, Jean-Jacques
, 92
Ruddick, Sara
, 47, 48, 55–57, 92, 93
Rules
, 49
Safeguarding narratives
, 79, 85
Sam
, 9
School Curriculum is at the Heart of Education, The
, 39
School ethos
, 72–80
School improvement partners (SIPs)
, 6, 84, 104–106, 119, 123
School Inspection Handbook
, 12, 116
School Teachers’ Pay and Conditions Document
, 74
Scope of teachers’ work, developing
, 71–72
Second wave of feminist debates, of ethic of care
, 55–58
Self-awareness
, 41
Senior Leadership Team (SLT)
, 71, 84, 88, 102–104, 122, 125, 127
Sensuous activity
, 129–132
Sevenhuijsen, S.
, 93, 122
Significant harm
, 78
Silencing care
, 111–136
Simone
, 11, 104, 118–119, 124, 131
Smith, D. E.
, 135, 142, 144
Social and Emotional Aspects of Learning (SEAL) guidance
, 41
Social and Emotional Behavioural Skills
, 117
Social Exclusion Unit
, 39
Social justice
, 52
Social relations, networks of
, 17
Social skills
, 41
Speilman, Amanda
, 141
Spyrou, S.
, 133
Standard of care
, 59, 73, 126, 146, 151
Standpoint of teachers
, 14–17
Statutory duty of care
, 74
Stress
, 6, 13
Subjective self
, 19
Symbolic interactionism
, 92, 94, 96
System of care
, 105–107
Tajfel, H.
, 127
Taking care of
, 34, 39–40, 58, 84, 145, 146, 149, 150
Teacher’s duty of care
, 73–75
common-law
, 73–74
contractual
, 73
statutory
, 74
Teacher dissatisfaction
, 94
Teachers’ Standards
, 41, 74
Teacher satisfaction
, 94, 95
Teaching assistants (TAs)
, 8, 10, 127
Texts in action
, 86
Textually mediated relationships
, 17
Thatcher, Margaret
, 35, 75
Theory of social identity
, 127
Trace
, 122
Tronto, Joan
, 5, 15, 17, 20, 21, 23, 33–35, 39–42, 47, 48, 50–52, 55, 57–65, 87, 122–123, 125, 126, 128, 129, 133–136, 141–147, 149–153
Trust
, 23, 137–153
2017 Assessment and Reporting Arrangements
, 40
Understanding of teachers’ everyday experience
critical
, 142–144
developing
, 140–142
reflexive
, 142–144
Universality
, 58, 145, 150
Utilitarianism
, 53
Values for education
, 84–85
Veiled silences
, 133
Virtue
, 63
Voice of teachers
, 16–17
Walker, M. U.
, 23, 47, 48, 53, 62, 65, 87, 142
Welfare
, 52
White Paper 2010
, 115
William Tyndale Junior School, Islington
, 38
Wilshaw, Sir Michael
, 140–141
Working Together to Safeguard Children
, 36, 79, 80
- Prelims
- Chapter 1 Developing Understanding of Teachers’ Everyday Work During a Period of Inspection
- Chapter 2 The Story Being Told
- Chapter 3 Care Is Political: Situating the ‘Ethic of Care’ in a Conceptual Framework
- Chapter 4 Politics First: Ideological Abstraction, Assessing Pupils’ Progress and Blame
- Chapter 5 Personal and Professional Moral Boundaries, Asymmetry and Categorisation
- Chapter 6 Silencing Care: Achieving Fidelity to Regulatory Demands
- Chapter 7 Teachers’ Experience and Understanding of Care
- References
- Index