Publication Date

2011

Disciplines

Education | Teacher Education and Professional Development

Abstract

The purpose of this paper is to examine how institutional norms are enforced through surveillance and self-discipline among teacher educators at a religious university. The study builds on prior research regarding university norms and surveillance, as well as religious orientation and prejudice. Eight teacher educators met as part of a larger study on white racial identity and praxis. Focus groups and personal interviews were transcribed and analyzed using situational mapping, a postmodern form of grounded theory. Participants discussed four themes that illustrate surveillance and self-discipline: the university, academic culture, religion and whiteness, and sexism. The data reveal participant responses as highly structured by university norms about what one can and cannot say about particular topics. The results confirm the function of surveillance and norms in a university setting and illuminate the process in a religious context. Data reveal how fear played a part of the process, as participants disciplined themselves to fit university norms and censored themselves when they began to exercise agency.

Document Type

Accepted Version

Comments

This article is the author-created version that incorporates referee comments. It is the accepted-for-publication version. The content of this version may be identical to the published version (the version of record) save for value-added elements provided by the publisher (e.g., copy editing, layout changes, or branding consistent with the rest of the publication).

Rights

This is an electronic version of an article published in Teachers and Teaching: Theory and Practice, volume 17, issue 5, 2011, pages 545-558. Teachers and Teaching: Theory and Practice is available online at: doi:10.1080/13540602.2011.602208

Original Citation

Genevieve Harris
Teacher educators under surveillance at a religious university.
Teachers and Teaching: Theory and Practice, 2011, volume 17, issue 5, pages 545-558
doi:10.1080/13540602.2011.602208

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