ABSTRACT

A significant paradox of school autonomy is that it tends to constrain the autonomy of teachers, instead subjecting them to the increased controlling of their work, heightened monitoring, and greater accountability. This paper draws on interview data to show how teachers in accountability-driven and business-like schools face three different but overlapping types of surveillance: vertical surveillance involving both top-down monitoring from management in the form of lesson observations and bottom-up monitoring via student voice initiatives; horizontal surveillance by way of peer observations and parents commenting on teacher effectiveness; and intrapersonal surveillance through teachers engaging in the act of self-surveillance and management analyzing their paperwork and student performance data. In mapping out this surveillance, this paper demonstrates that teachers are aware of the stakeholders watching them, the tools and techniques used, and that this surveillance takes place at all times. Significantly, some teachers are willing participants in their own surveillance. With the element of opacity removed from the surveillance process, this paper ultimately shows that the oft-cited panopticon is no longer an appropriate metaphor for scholars to use in the literature to convey the intense monitoring teachers face as we have now entered the post-panoptic era.

摘要

学校自治的一个重要悖论是，它往往会限制教师的自主权，反而使他们受到更多的工作控制、加强监督和更大的问责。本文利用访谈数据来展示问责制驱动型和商业化学校的教师如何面临三种不同但重叠的监控类型：纵向监控，包括管理层以课堂观察形式进行的自上而下的监控，以及通过学生声音倡议进行的自下而上的监控；通过同伴观察和家长对教师效能的评论进行横向监督；通过教师进行自我监督和管理分析其文书工作和学生表现数据进行内部监督。在制定这一监视计划时，所有的时间。值得注意的是，一些教师愿意参与自己的监督。随着监视过程中不透明的因素被消除，本文最终表明，由于我们现在已经进入后全景时代，经常被引用的全景监狱不再是学者们在文献中使用的适当隐喻来表达教师面临的强烈监视。