摘要：Neoliberal reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of Neoliberal policies and New Public Management pracitces on teachers and principals and the ways they result in a “new professionalism.” The authors provide a framework for studying how these new polices and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.
其他摘要：Neoliberal reforms of public education do more than shape policy and curriculum; they also influence educators’ understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of Neoliberal policies and New Public Management pracitces on teachers and principals and the ways they result in a “new professionalism.” The authors provide a framework for studying how these new polices and practices might be resisted, as well as a description of characteristics of the new professional and what professionalism might look like if it were grounded in community and advocacy.
关键词：politics of education;educational policy;neoliberalism;New Public Management;resistance;professional identity
