Understanding citizenship, supporting students and teachers, and pushing back

Marc Pruyn, Ellie Foomani, Urmee Chakma, Lisa Cary

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review


While ‘teacher-bashing’ and even the ‘teacher-proofing’ of schools and curricula have always been a concern, it took on added resonance from the late 1970s as neoliberalism (an even more aggressive laissez-faire form of free market capitalism than had been the norm since World War II) began to hit its stride in the Regan/Thatcher 1980s (Apple, M. W., 1979). What correspondence theories of the hidden curriculum miss. The Review of Education/Pedagogy/Cultural Studies, 5(2), 101–112.; Giroux, Educational Theory 38:61–75, 1988). This has hardly abated since and has been even more vociferously enacted in today’s climate of authoritarian approaches to and views towards economics, governing, and teaching (McLaren, Post13 digital Science and Education 1:311–334, 2019). Against this backdrop ‘blaming the teacher’ (while simultaneously subjecting public schools to almost endless austerity measures), we have been researching how teachers understand their own ‘lived citizenship identities’ in terms of building collective forms of connection and belonging (Cary & Pruyn, 2021a). The findings presented in this chapter come from a larger international, multi-year, qualitative research endeavour (The Citizenship Project) that has sought to understand the citizenship identities of youth, teachers, parents, and academics.
Original languageEnglish
Title of host publicationEmpowering Teachers and Democratising Schooling
Subtitle of host publicationPerspectives from Australia
EditorsKeith Heggart, Steven Kolber
Place of PublicationSingapore Singapore
Number of pages18
ISBN (Electronic)9789811944642
ISBN (Print)9789811944635
Publication statusPublished - 2022

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