The World Bank’s construction of teachers and their work: A critical analysis

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dc.contributor.authorPesambili, Joseph C.
dc.contributor.authorSayed, Yusuf
dc.contributor.authorStambach, Amy
dc.date.accessioned2023-02-13T09:03:38Z
dc.date.available2023-02-13T09:03:38Z
dc.date.issued2022-05-23
dc.descriptionN/Aen_US
dc.description.abstractThis article examines how World Bank (WB) policy texts discursively constitute teachers and their work as functioning according to a circumscribed set of teaching approaches, while subjugating their reflexive and autonomous professional identities. But neither WB texts nor teacher images within them provide robust accounts of the realities of teachers and their work. What emerges are tropes of policy reforms in teachers and their work arguing for greater regulations underpinned by accountability and performativity regimes. In engendering scepticism of teachers’ professional abilities, WB policy discourses reveal an ambivalence about teachers as providers of equitable and quality education: seeing them as a problem while begrudgingly treating them as a solution to the very reforms authorised in the WB policies.en_US
dc.description.sponsorshipNational Research Foundation (NRF), Grant Number: 8686en_US
dc.identifier.citationPesambili, J. C., Sayed, Y., & Stambach, A. (2022). The World Bank’s construction of teachers and their work: A critical analysis. International Journal of Educational Development, 92, 102609. https://doi.org/10.1016/j.ijedudev.2022.102609en_US
dc.identifier.doihttps://doi.org/10.1016/j.ijedudev.2022.102609
dc.identifier.urihttp://hdl.handle.net/20.500.11810/5987
dc.publisherElsevieren_US
dc.subjectGovernance, Teachers, Education policy, World Bank, Global Southen_US
dc.titleThe World Bank’s construction of teachers and their work: A critical analysisen_US
dc.typeJournal Articleen_US
dc.typeJournal Article, Peer Revieweden_US
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