Teachers and the experience of school inspection
What is it about?
Using the oral history of twenty-one teachers, this article relates and examines the experience of school inspection. It connects with the present by suggesting that the regime of external teacher regulation, i.e., via an inspector, has shifted toward encouraging teachers to become self-regulating subjects.
Why is it important?
The relevance of exploring teachers’ experience of school inspection during the 1930s lies in comparing how the supervision, surveillance and disciplining of teachers and the teaching profession has changed or shifted onto a different register. A tentative hypothesis is that the supervision of teachers has deepened through processes of internalisation of discourses and practices aimed at instilling regimes of self-government and self-regulation.
The following have contributed to this page: Patrice Milewski and Patrice Milewski
In partnership with: