ABSTRACT

This article explores how teachers were discursively positioned in England following the formation of the Coalition government in 2010, using a corpus-assisted critical discourse analysis of 363 speeches produced by government ministers. Findings show that young teachers were privileged in post-2010 government discourse, constructed as valued and active social agents. Experienced teachers, however, were constructed as passive and deficient, albeit useful for training new teachers. The findings indicate the deployment of a biopolitical apparatus which sought to hierarchically distinguish between different groups of teachers in order to facilitate system reform.

摘要

本文利用语料库对政府部长发表的363篇演讲的批评性话语分析，探讨了在2010年联合政府成立后教师在英国的话语定位。研究结果表明，年轻教师在2010年后的政府演讲中享有特权，被认为是积极活跃的社会主体。但是，经验丰富的教师被构造为被动和不足，尽管对培训新教师很有用。研究结果表明部署了一种生物政治手段，该手段试图分层区分不同的教师群体，以促进系统改革。