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Discourse: Studies in the Cultural Politics of Education Volume 40, 2019 - Issue 6
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Articles

Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden

Geraldine Mooney SimmieFaculty of Education and Health Sciences, School of Education, University of Limerick, Limerick, IrelandCorrespondence[email protected]
&
Silvia EdlingEducation and Business Studies, Hogskolan Gävle, Gävle, Sweden
Pages 832-846 | Published online: 12 Mar 2018

Citations (9)

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Read on this site (5)

Rosie Ridgway. (2023) Choice and control: corpus-based discourse analysis of teacher education policy in England (2010-2021). Cogent Education 10:1.
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Geraldine Mooney Simmie. (2023) The gendered construction of teachers’ identities and practices: feminist critical discourse analysis of policy texts in Ireland. Gender and Education 35:3, pages 282-298.
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Samuel Fowler, Simon N. Leonard & Florence Gabriel. (2023) Empowering mathematics teachers to meet evolving educational goals: the role of “epistemic objects” in developing actionable practice knowledge in tumultuous times. Asia-Pacific Journal of Teacher Education 51:1, pages 45-57.
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Kathryn Spicksley. (2022) ‘The very best generation of teachers ever’: teachers in post-2010 ministerial speeches. Journal of Education Policy 37:4, pages 655-679.
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Johan Christensson. (2019) ‘This is where my inner history teacher appears’: a methodological approach to analysing student teachers’ professional identity in interaction. Classroom Discourse 10:2, pages 168-187.
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Articles from other publishers (4)

Simon N. Leonard, Lisa O’Keeffe, Bruce White, Melanie O’Leary & Karen Sloan. (2022) The STEM Crisis and Teacher Practice: Exploring Responses to the Competing Discursive Arrangements of Education in the Sciences in a Catholic School Setting. Education Sciences 12:10, pages 709.
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Geraldine Mooney Simmie. (2022) Curriculum and the generation of Utopia: Interrogating the current state of critical curriculum theoryJoão M.ParaskevaNew York: Routledge, 2020. 338 pp.. The Curriculum Journal 33:2, pages 331-333.
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Jessica Cira Rubin & Susan Tily. (2021) Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States. Policy Futures in Education 19:4, pages 438-458.
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Mary Greene & Frances Fahy. (2020) Steering demand? Exploring the intersection of policy, practice and lives in energy systems change in Ireland. Energy Research & Social Science 61, pages 101331.
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