Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

Teachers on the market : Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. / Cone, Lucas.

I: Teachers and Teaching: Theory and Practice, Bind 28, Nr. 6, 2022, s. 742-756.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Cone, L 2022, 'Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies', Teachers and Teaching: Theory and Practice, bind 28, nr. 6, s. 742-756. https://doi.org/10.1080/13540602.2022.2098272

APA

Cone, L. (2022). Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching: Theory and Practice, 28(6), 742-756. https://doi.org/10.1080/13540602.2022.2098272

Vancouver

Cone L. Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching: Theory and Practice. 2022;28(6):742-756. https://doi.org/10.1080/13540602.2022.2098272

Author

Cone, Lucas. / Teachers on the market : Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. I: Teachers and Teaching: Theory and Practice. 2022 ; Bind 28, Nr. 6. s. 742-756.

Bibtex

@article{9c1b913952b84b689116af829044c8d5,
title = "Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies",
abstract = "In recent years, digital technologies for creating, curating, selling, and buying teaching materials have become a valuable part of many teachers{\textquoteright} lives within and outside schools. Rather than apply textbook contents imposed from above, researchers and tech-pioneers have promoted digital teacher-to-teacher services as pathways to increase teacher empowerment and build communities of practitioners. Building on interviews with five Danish schoolteachers engaged in sharing and selling teaching materials online, this article explores the performative effects of imbricating teacher practices in commercial assemblages based on circulating teaching materials to other teachers as commodities. Drawing on posthuman and new materialist approaches to technologies in education, the analysis illustrates how teachers{\textquoteright} involvements in digital economies slide into and reconfigure professional aspirations and formal institutional relations. More than merely an informal tool to gain professional recognition, these technological reconfigurations have significant pedagogical and political implications for the teaching profession as a public responsibility in Denmark and beyond.",
author = "Lucas Cone",
year = "2022",
doi = "10.1080/13540602.2022.2098272",
language = "English",
volume = "28",
pages = "742--756",
journal = "Teachers and Teaching: Theory and Practice",
issn = "1354-0602",
publisher = "Taylor & Francis",
number = "6",

}

RIS

TY - JOUR

T1 - Teachers on the market

T2 - Professional relations, desires, and ambiguities in digital teacher-to-teacher economies

AU - Cone, Lucas

PY - 2022

Y1 - 2022

N2 - In recent years, digital technologies for creating, curating, selling, and buying teaching materials have become a valuable part of many teachers’ lives within and outside schools. Rather than apply textbook contents imposed from above, researchers and tech-pioneers have promoted digital teacher-to-teacher services as pathways to increase teacher empowerment and build communities of practitioners. Building on interviews with five Danish schoolteachers engaged in sharing and selling teaching materials online, this article explores the performative effects of imbricating teacher practices in commercial assemblages based on circulating teaching materials to other teachers as commodities. Drawing on posthuman and new materialist approaches to technologies in education, the analysis illustrates how teachers’ involvements in digital economies slide into and reconfigure professional aspirations and formal institutional relations. More than merely an informal tool to gain professional recognition, these technological reconfigurations have significant pedagogical and political implications for the teaching profession as a public responsibility in Denmark and beyond.

AB - In recent years, digital technologies for creating, curating, selling, and buying teaching materials have become a valuable part of many teachers’ lives within and outside schools. Rather than apply textbook contents imposed from above, researchers and tech-pioneers have promoted digital teacher-to-teacher services as pathways to increase teacher empowerment and build communities of practitioners. Building on interviews with five Danish schoolteachers engaged in sharing and selling teaching materials online, this article explores the performative effects of imbricating teacher practices in commercial assemblages based on circulating teaching materials to other teachers as commodities. Drawing on posthuman and new materialist approaches to technologies in education, the analysis illustrates how teachers’ involvements in digital economies slide into and reconfigure professional aspirations and formal institutional relations. More than merely an informal tool to gain professional recognition, these technological reconfigurations have significant pedagogical and political implications for the teaching profession as a public responsibility in Denmark and beyond.

U2 - 10.1080/13540602.2022.2098272

DO - 10.1080/13540602.2022.2098272

M3 - Journal article

VL - 28

SP - 742

EP - 756

JO - Teachers and Teaching: Theory and Practice

JF - Teachers and Teaching: Theory and Practice

SN - 1354-0602

IS - 6

ER -

ID: 372831826