Thwarting desire: discursive constraint and pedagogic practice

Abstract

This article examines the ways in which the desire to teach is often thwarted within contemporary pedagogic practice by a set of discursive constraints that draws heavily on both progressivist notions of teaching and learning and neoliberal forms of governance. In many Western countries teaching is conceived more as facilitation rather than instruction. In primary/elementary schools in Australia, for example, this has resulted in a shift in emphasis from whole‐class instruction to group‐based and independent learning. To investigate this shift, and its impact on teaching, a series of interviews was conducted with 12 teachers and their principals across three state primary/elementary schools. While a range of perspectives was evident, it became clear that the desire to teach was more obviously realized through whole‐class instruction and teachers also considered this a more effective means of curriculum delivery. Many, however, were reluctant to admit this as they felt that instruction was not deemed ‘appropriate pedagogy’. In addition to this, neoliberal practices concerning organization and accountability were also seen to be impacting upon these teachers, all of which had a constraining influence on their desire to teach.

Notes

1. In this article I tend to use the term ‘group‐based learning’ rather than simply ‘group work’. The former denotes a pedagogic mode that is far more student‐directed than the latter. Teachers may often have students work in groups but they are still largely directing the lesson and providing instruction. The distinction I am making is between group work which is primarily based on collaborative learning techniques and that which is more teacher‐directed.

2. While drawing on poststructuralist theory the discussion of desire presented here is not solely conceived in these terms. Instead a more hybridized approach to theory development is pursued, mobilizing the insights of a range of theoretical traditions.

3. While I may use ‘teaching desire’ and ‘the desire to teach’ interchangeably, primarily for stylistic purposes, as my discussion indicates I am clearly placing emphasis on the former to distinguish my focus from the simple motivations behind entering the profession.

4. Pseudonyms have been used for all the schools and teachers in this study.

5. LBOTE is the preferred term used in New South Wales to refer to students whose language background is other than English. Some readers may be more familiar with the acronym NESB, which has the same meaning.

6. Quite interestingly McLaren has similarly critiqued cooperative learning on this basis viewing it as ‘functionally linked to the new global economy’, suggesting such practices ‘promote a convenient alliance between the new fast capitalism and conventional cognitive science’ (McLaren, 2005, p. 76).

Additional information

Notes on contributors

Megan Watkins

Megan Watkins is Senior Lecturer in Literacy and Pedagogy in the School of Education at the University of Western Sydney. She is the co‐author of Genre, Text, Grammar: Technologies for Teaching and Assessing Writing (2005, UNSW Press). Her research interests are in the areas of pedagogy, affect, desire and embodiment. She has published scholarly articles in the areas of pedagogy, affect and the role of the body in learning.