Framing teachers in national education policy and in the popular media: discourses on teachers and their work in South Asia

Sayed, Yusuf, Subramanian, Vidya and Jain, Manish (2020) Framing teachers in national education policy and in the popular media: discourses on teachers and their work in South Asia. In: Sarangapani, Padma M and Pappu, Rekha (eds.) Handbook of Education Systems in South Asia. Global Education Systems . Springer, Singapore, pp. 1-24. ISBN 9789811333095

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Abstract

Globally and nationally, teachers and their work are key to realizing equitable, quality, and lifelong learning for all. Teachers are considered key determinants of education quality – playing a vital role in nation building and identity construction and providing meaningful learning to young children and youth – responsive to changing global and national economic, social, and cultural imperative. This recognition and increased attention on teachers and their work feature prominently in public and policy discourses. Yet very little attention has been paid to how teachers are framed and positioned in such discourses. It is this gap which this chapter seeks to address by considering the discourses that inflect and infuse teachers and their work in the public media and policy text across three countries of South Asia: Bangladesh, India, and Pakistan. The chapter maps out the common themes and ideas that frame teachers and their work in diverse national policy texts in the South Asian region, and specifically in the media, using discourse analysis. At the level of national policy, the chapter focuses on the comparative analysis of policy of the National Education Policy 2010 in Bangladesh, the draft National Education Policy in India 2019, and the National Education Policy 2009 and 2017 in Pakistan to argue that policy and popular media project contradictory, multiple, and contested statements of the work of teachers in the South Asian region, oscillating between portrayals of teachers as villains or saviors. Moreover, the work of teachers is increasingly subject to tightening regulations which challenge teacher professional identity and autonomy.

Item Type: Book Section
Schools and Departments: School of Education and Social Work > Education
SWORD Depositor: Mx Elements Account
Depositing User: Mx Elements Account
Date Deposited: 22 Oct 2020 08:15
Last Modified: 03 Nov 2020 11:58
URI: http://sro.sussex.ac.uk/id/eprint/94522

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