ABSTRACT

This paper focuses on the making of teachers as educational subjects within a specific socio-historical context. It attempts to create a critical ontology of teacher identity, as highlighted by pedagogical discourses during the initial stages of the Coronavirus Pandemic in Hawaiʻi and the subsequent school shut down during the 2020 Spring semester. Through autoethnographic practitioner inquiry, I analyse the relationship between education and the state, the historical and contemporary discourses at play, and the tensions of teacher agency in (re)shaping teacher identities. The paper analyses educational continuities and discontinuities in Pandemic discourses, specific to my context but resonant with national trends within the United States. These include the affective governance of responsibilisation, the amplification of inequalities, the shifting perception of the teaching profession, the proliferation of divergent pedagogical discourses and technologies, and increased teacher agency in (re)making their own identities, roles, and responsibilities within the ambiguity of the socio-historical context.

摘要

本文重点关注特定社会历史背景下教师作为教育主体的形成。它试图创建一个关于教师身份的批判本体论，正如夏威夷冠状病毒大流行初期以及随后学校在 2020 年春季学期停课期间的教学话语所强调的那样。通过民族志从业者的调查，我分析了教育与国家之间的关系、历史和当代话语的作用，以及教师能动性在（重新）塑造教师身份方面的紧张关系。本文分析了大流行话语中教育的连续性和不连续性，这些话语特定于我的背景，但与美国的国家趋势产生共鸣。这些包括责任化的情感治理、不平等的扩大、