Who speaks for teachers? Social media and teacher voice

Thomson, Pat and Riddle, Stewart (2019) Who speaks for teachers? Social media and teacher voice. In: Education research and the media: challenges and possibilities. Taylor & Francis (Routledge), Abingdon, United Kingdom, pp. 119-134. ISBN 978-0-8153-5586-1

Abstract

The advent of social media has allowed teachers to speak in, with and to publics in new ways. The chapter considers what kind of ‘teacher voice’ is on offer through social media. Does social media enhance the ways in which teachers might ‘have a say’ in decisions that concern them - about curriculum, assessment, pedagogy, working conditions and so on? Or does it promote a highly individualised and antagonistic conversation in which position-taking and celebrity-making are paramount? After considering the mediatisation of teacher voice, and three key ways in which teachers use social media to ‘speak’, the authors argue that better theorisations of educational social mediatisation are urgently needed. An example of the benefits of bringing social theory to the social media phenomenon is provided through the Deleuzean lens of the assemblage.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Permanent restricted access to Published chapter + Front Matter, in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 12 Dec 2018 04:58
Last Modified: 09 Jan 2019 03:05
Uncontrolled Keywords: mediatisation, social media, voice, education research
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
URI: http://eprints.usq.edu.au/id/eprint/35240

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