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30.

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Good morning. This vast audience, we are the intrepid early rises. Congratulations. And I'm Elizabeth Mcinnes, the chair of the session.

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And I want to start by acknowledging and paying respect to the spirit of country here in Nan. Where we are meeting and is the aboriginal name for Melbourne.

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And acknowledge the past and present cooler nation where Andrei Wuwarong as the sovereign people here and cultural knowledge holders maintaining and promoting non Aboriginal law, customs and custodian responsibilities for country and the people that country continues to sustain generation after generation into the future for all of us.

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Richising the important contribution that First Nations thinkers have made to sociology, including challenges to our dominant ways of thinking and we thank all First Nations delegates.

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Here today for their contributions to knowledge and the discipline. So welcome and thank you. Do you want to bring up the slide of the presenters?

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We have our first presentation today is pre-recorded. And Carlos will bring up the, so we've got Dr.

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Pranay Swain. Will she be presenting live or? I think she will be, she'd be an answer in the chat, but maybe she can see us now.

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Hi, good morning. Can you hear me?

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Hello, Praney. Can you see us? Oh good morning, I'm sorry. I misinterpreted your name as the wrong pronoun.

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And it's perfectly fine, not a polymer.

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So apologies. Well. And would you be presenting live?

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I would actually I could not record my presentation so I have just uploaded my but I would love to take you through my presentation myself.

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Okay, so we have 15 min for each presentation. I haven't got a piece of paper to show people that I will use my hand.

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So 5 min. 2 min, 1 min. To signal to speakers and Dr. Swain I will possibly in you know just I'll write in the chat okay Carlos will write in the chat when you have 5 min 2 min.

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And 1 min to go. We have a limited time for questions. Available so we will a potentially have maybe one or 2 if people are seeking to ask questions.

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Could we just head up the title so I can rain the? Sorry, yes. So Dr.

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Swang will be talking about the precarity of contract teachers and a qualitative analysis of lived experiences.

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So over to you Dr. Swain, thank you very much. We look forward to your presentation.

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Thank you so very much.

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You want to share my skin?

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If you can share your screen, sorry. Add Ducker. Yes, would you like to share your screen and your presentation or would you like me to started here.

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I could do that from my end.

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Yep, if you would like to do that, I think that's the easiest.

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That's fine now.

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Yeah, we can see it perfectly.

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Is it the first slide that you are seeing or, Yeah.

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Go, go. Sorry, what did you ask me? If you want to

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Is it the title slide? Is it the title slide that is showing out there or, shall I make it?

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Yes, we can see the slide if you can just launch the presentation with the button at the top left Yeah, perfect.

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Yeah. Sure. Thank you so much. I am my I feel very, unfortunate rather.

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Not to be able to be there in person. I had some issues with my visa so I could not make it.

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Anyways, but thanks. Thanks to, today's technology that I'm available.

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And never right before you building this research paper. So the title of my presentation is precarity of contract teachers or qualitative analysis of lived experiences.

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Oh

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So before you go any further. This couple of minutes I'll spend on the dominating narrative of teachers education these days.

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So learning crisis has been catching attention of researchers worldwide not necessarily for sociologist alone.

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Which talks volumes about about the state of primary education in countries like like india so existing list tells me that the in primary schools there are many students who are not Up to.

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Oh, a standard when it comes to learning outcomes. So this learning crisis is ever increasing. And for students to learn.

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Okay.

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Many believe that they need good teachers. But many education systems pay very little attention to what teachers know. What they do in the classroom and some cases where the They even show up.

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In a country like, like India where I come from. You would find in many you know news reports and many journalistic articles people you know highlighting the inefficiency of teachers in the classroom.

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Which directly impact the learning outcomes of children in the schools. So our contention is not condensation.

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I mean, let me start with, teachers lives as an area of research for, for sociologist.

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Many sociologists have actually, you know, dug into this area to, explore various aspects of teaching learning outcomes and the role of or different stakeholders in primary education.

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What we found very interesting was the biographical approach. In understanding the perspective of the teachers in fact.

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So, what we stumbled up on. Is that for teachers what goes inside the classroom is very much related to what goes outside it.

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What I mean here is, what goes inside the classroom. I mean, how, a teacher, interacts, how or teacher, educates the students visa being, what is the learning outcome of, of the students.

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That's a quantitative indicator which tells us the impact of teaching and teachers on the the impact of teaching and teachers on the the impact of teaching and teachers on the students inside the classroom.

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So teachers teach in a way they do not just because of the students inside the classroom. So teachers teach in a way they do not just because of the skills they have or have not learned.

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The ways they teach are also grounded in their backgrounds, their biographies, the families they come from, the socio economic background.

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And and the kind of teachers they have eventually become. So there could use their aspirations, their own hopes and dreams.

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Those things also play a huge role. When it comes to their commitment and enthusiasm as as a teacher.

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We focus here is. I mean, literature tells me, precarity usually refers to a situation.

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Of very generalized insecurity. Resulting from from the disappearance of full time predictable union unionized and stable livelihoods.

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So teaching has also. Been looked at as as a livelihood option for many, given the size of the country.

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Laugh

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I mean, the population size of the country. If you look at the population perimeter it's India is a country of 1.4 1.5 billions it's a huge bottom of the pyramid where people struggle to get a dignified the living or livelihood option.

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Okay.

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So, So the purpose of this paper is basically draw attention of. Others to the issue of precarity in the lives of teachers in developing countries.

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In the world making

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So it's estimated bad, approximately 13% of all the teachers in India are contract teachers.

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So while we focused on contract teachers, is that, the very term contract actually tells you that the nature of the engagement or nature of this employment is not permanent.

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Woman doesn't, when you get into a service, get into a job, you, you know that, you were there for a certain, years of employment and that gives you a sense of security which also a sense of security which also you know enhances your performance and that gives you a sense of security which also you know enhances your performance and

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in while, in contrast, in case of contract teaches, this job in security plays a huge role, which, push you know struggled for survival in the in the job done than anything else.

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So I come from a state which is I mean the study is basically done. In a western coastal state of India.

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Where the hiring policy, which has evolved over a bit of time, is such that.

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Discontract teachers are taken in for the for the called teaching assistance. So they don't even feel that their teachers per say, quote unquote.

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So they, feel as if they are actually providing assistance to the other regular, teachers and in the process what happens is they are being again, you know, I'm putting treated as as either subordinates to the existing, regular teachers.

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Oh

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Or inferior teachers. That's what they, feel, when we spoke to them, this actually emerged as a very dominant, narrative.

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So the critics of contract teacher policies Assert that hiring untrained youths as teachers on contract.

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With very poor pay contributes to the degradation of professional status of the teachers and therefore in the long run will have a detrimental effect on primary education as such.

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So this policy of recruiting contract teachers which emerged at the at a time in 19 eighties and nineties on one hand it did, was, looked at as a I just supporting mechanism to, to universalize, primary education and at the same time, we could also.

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not be a big burden on the state Exchequer in terms of. Paying out the salaries.

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Oh

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So So, this one dimensional diamonds and economic beings, what, many, researchers call, this contractor, contractual teachers.

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They are also easily governable. In terms of since the nature of job measure of engagement is contractual they could be terminated you know at any time given a one day's notice.

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There are many research which many researchers which have focused on contract teachers but what we particularly found is that the lived experiences of of this this kind of teachers through a biographical approach was not, paid much attention to.

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This is how, the thing, looks like. For example, if somebody joins in year one.

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And, by the time, so they're termed, differently. Junior teachers, contractual junior teacher, regular teacher.

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These are 3 terminology which we, found in, in, in the schools. So a teacher joins on year one and then, continues in that status contractual teacher for 6 years.

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Before he or she being considered on the basis of performance to be regularized as a permanent or a regular teacher.

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And the salary structure goes like this I'm sorry I did not convert this into US dollar or Australian dollar to make people understand so before 2013 like from the day of joining till the third year the salary used to be, like from the day of joining, like from the day of joining, like from the day of joining till the third year, the salary used to

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be, the third year, the salary used to be the third year, the salary used to be, this 4,000 is in in, that translates roughly into, 2 60 US dollars.

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This is a monthly salary. So this is how, things have evolved. If you look at this chart, this, graph, it tells me, that the person is of contract teachers to, the total teachers in government schools.

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This is how it looks like. So it's around, I just said, 13 to, around 13% of, entire teachers.

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In the primary schools are, contractuality just now. I'll not take much time here, but yeah, I would just like to highlight that, existing business talks more about teachers sense of efficacy, commitment, identity and, things like that, but many have not touched

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upon the biographical approach of, one tactical teachers. So here is my, one of our attempts, was to understand how This early career teachers perceive their jobs as contractual teachers and how to, how does this affect them as a person and how do they imagine the future, as

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teachers. So, the bigger research question was to understand how contractual employment actually affects the teachers personal and professional lives.

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And the, methodology that, I have, is, the design goes like this.

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Oh

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It was a qualitative study and we, interviewed, 20 participants from, out of them, you know, 17 emerged as, good data, I would say.

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So, we analyzed, this many data and We did automatic analysis too.

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Okay.

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To address this question. What emerged out of this thematic analysis is this, 6 diamonds sense of precarity and the 6 are listed like this prioritization on non-teaching working load.

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Salary is the sense of inferiority, anxiety about transfer. Fractured solidarity and then desire for post correction.

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I'll share some time on this. So this burden of non-teaching workload, I don't know whether we, see this in other countries, here these, I just said these people are looked at as economic beings as in easily available at a low cost if I'm allowed

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to use such a fridge. There are many activities which, which take place, from other departments like, census for population service census for cattle service.

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There are many other activities like, I'm sure many of you would be knowing this, thing called adh cards, which, is, national level survey or people's demographics so these are certain things which for which these people this contractual people contractual teachers

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Oh

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are Look at as. Oh, as household level investigators, so they are assigned this responsibilities of going out and updating those, this data.

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So, I mean, these are certain things which Keep them engaged for so many days in a year that they find very less time to focus on their teaching activities.

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Salaries are problems because of the fact that I just, made a mention of how Muyga is because of the fact that I just, made a mention of how Muyga is 50 to $60 a month for a person to survive.

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About

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Late alone, you know, taking care of a family of somebody's own. So this low salary of contract features is arguably the most critical factor contributing to the experiences of precarity.

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And we really found, you know, people with, for example, somebody who's, who's, Waiting my code, Mohen is a, is a contract old teacher who says I have not received my salary for the last 3

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months. I haven't paid the rent. The local shopkeeper allows to purchase items on trade.

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They are all willing to sell us credit because they know that we will eventually receive our salaries. If I need to buy anything from the town, I'll have to either borrow or wait for some time.

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These are essential issues, in one's everyday life, which contributes to, to precarity job conditions.

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A sense of infidelity. I just said a contract tool teacher does not really have that sense of, you know, so they are, they are made to feel that their inferior teachers in terms of their nature of engagement.

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So they often struggle to, you know, maintain a sense of self worth. They, some people say, you know, they've been told regularly that you are a low-run teacher so you will have to do all those.

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Lowly, Hoton could lowly activities lowly jobs. And, I know that they, are mostly looked down upon by other regular teachers.

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Oh.

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So low salary leads to low status at workplace. Policy for, for transfer the way they have for other regular teachers.

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After certain years of, teaching, you know, they have, they can offer a transfer to, to a town or to a place which is closer to the native places.

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So this contractual teachers have they mostly they are assigned the schools at a far-off place wherein with a small salary they have to leave you know in a rented house that adds more to the precarity that they are already into.

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Fractured solidarity is another theme that emerged from our study. Wherein, people feel that this other permanent teachers discriminate against them, when, it comes to, you know, their everyday life.

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Essentially due to the nature of their job i mean Sure.

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I will I will just, let's quickly wrap up. I'll quickly rank for.

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Excuse me, Dr. Smane, we have to finish because we have many at it.

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The third one was the design for course correction wherein many people feel that, you know, they take it as a stepping stone for other careers and they just somehow stumble into this.

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This, this, profession and while being in the profession they try to, get into other, better paying and better jobs this is how somebody depicted them life of a contractual teacher.

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Visa we, I mean, you can see the, difference between left side and right side of this, of this feature picture.

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So, to conclude, I'm sorry for the, typo. The 6 diamonds together signal precarity in the lives of contract full teachers and precarity here is evidently Is the bill due to manufactured uncertainty?

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While it is rare for teachers to count but teaches contract to be not renewed the rate of dismissal is quite real.

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Yeah.

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And managerial strategies such as withholding salary payments for non-performance have also contributed to, non performance quote unquote and again have contributed to the subjective precariousness of features and it can certainly be demoralizing for the teachers to devote or disproportionate amount of time and energy for

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non-teaching activities. And a teacher with low pay may view himself or herself as an insignificant member of the larger teacher community.

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So these are the who's that we thought of sharing with the with you all thank you so much

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Thank you, Dr. Swain.

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And unfortunately This is such a pressured listing so if I could

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No, I completely understand that. I honored your convenience. Thank you.

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Thank you. So we won't have time for questions. I'm sorry. Maybe if we have time at the end and someone has a burning question.

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Could we please have Taylor Hewson who'll be talking about producing new kinds of teachers in England.

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2,008 to 2,020 tracing knowledge production and elite actor networks in the reform of teacher certification.

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Thank you. 1 s, sorry. Dr.

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Can I, can I, intervene for a second?

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Sorry? Sorry.

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Yeah. I'm sorry. I forgot your name. Actually, I have another paper scheduled in the same, in the same time slot in another RC.

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That's in 15 min time. So, I'll probably have to log into the other,

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I'm so sorry for not holding on to this.

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Okay, well thank you very much for your time this morning. Much appreciated. Very interesting. Thank you very much.

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Sure, thanks. Thank you.

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Thank you. Might want to stop screen sharing. If you can stop sharing the screen. Thank you.

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Yeah.

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And I'm sorry, And. From the University of Cambridge in the UK come all the way here to Australia so welcome to our.

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Yeah, so I'm originally from New Zealand as you can probably hear I'm not from the UK so yeah I'm very familiar with this kind of weather I guess I've been having a lot of it.

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I just want to start today obviously with an a large acknowledgement of country to acknowledge this presentation takes place on the unseated territory of the Koola Nation Warundry warring people and to extend respect to odors past present and emerging.

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So yesterday I want to speak. Can we make it go across? Do we need to click it?

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Yeah, this over here. There we go. Okay, fantastic. So I want to start today. There we go. Okay, fantastic.

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So I want to start today, yeah, looking at, basically want to talk about changes and the conceptions of teachers in English teacher policy in the last kind of 10 years or so and so I want to put up at the start too pulling out a couple of different descriptions from teacher policies in the last kind of 10 years.

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Suddenly if you can see a policy created around kind of initial teacher training requirements in 2,008. You see these kinds of terms used to talk about what ideal teachers are in the policy frame.

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You see ideas about establishing fair, respectful, trusting relationships. You have a big focus for instance on a kind of multicultural vision of teach the change of religious, ethnic and cultural linguistic influences, a big focus on discourses around equity, inclusion and so on.

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I wouldn't want to hold that as any sort of ideal this meter critique there, but yet it does what I do want to draw attention to is how starkly it stands in contrast with the more recent 2019 document the core content framework for again initial teacher training and very different sets of language emerges in contrast to a kind of

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attentiveness to dealing with students different kind of cultural backgrounds and and different needs we have a kind of focus on a uniformity of expectations and a huge focus as I go on to discuss on the ideas of memory, cognitive science, retrieval information, spacing practice, recall and so on.

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And so the question of this presentation is how that change basically occurs in a relatively short time period in England, especially in a period where we perhaps haven't seen these kinds of changes in other jurisdictions.

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Now there are lots of different ways we could talk about this story and obviously I only have a brief time to do so.

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So my focus today is going to be particularly on how knowledge or evidence is kind of used and manipulated within the policymaking process is kind of used in how knowledge or evidence is kind of used and manipulated within the policymaking process to totally reimagine what might be important to think about So I'm gonna talk about 3 points.

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I'm gonna first talk about how within England over this period the evidence base becomes increasing narrow and focuses particularly around the sort of cognitive science based version of teaching to exclusion of other types of knowledge that might inform teaching or evidence spaces.

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I'll then talk about how those who have power over the policy making process use evidence and are increasingly kind of political actors and so their knowledge brokering process is often highly politicized or externalized so it's taken away from kind of you know a typical kind of civil servants and given to political actors.

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And then finally, the different kind of I'll talk about some different state backed institutions within the broader policy advisory system that allow this kind of different way of thinking about evidence and teaching to emerge.

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I also want to be attentive to the way in which while I'll kind of focus I guess I'm kind of the micro changes talk about how they are in sensations of Buddha shifts both in terms of increasingly I think neoliberal view of teaching well kind of discussed in terms of broader kind of human capital

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theory approach to teaching teaches a Zia to sort of deliver outcomes which are going to help overall kind of national economic outputs, but also lesser tin or 2 preps in the literature at the moment kind of fits into a populist increasingly kind of populist discourses in the United Kingdom around the particular type of cultural work that

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teaches are asked to do in terms of perhaps more yeah assimilation as to anti-wote quote unquote discourses.

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So very briefly, this is part of my PhD research at the University of Cambridge. Draws on a kind of broader critical resource forms approach that looks at kind of causal process tracing and I've just tried a few of these, a few sort of causes I guess today in terms of my analysis.

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Got a broad base of kind of 25 interviews and a variety of different documents that I sort of draw on.

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I'm gonna focus particular particularly down just one framework which is England's early career framework. It's basically a policy document that kind of outlines what teachers ought to be doing in the and and what kinds of what kinds of things teachers should be thinking about or kind of the benchmarks that she were meeting in the first couple of years in the

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profession. So that first point there in terms of the evidence base, basically what I what we see is that the rise and rise and rise of cognitive science as the primary knowledge base that teachers should be attending to or grinding themselves within in England.

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Now there are a variety of different reasons for that and I could give a whole presentation on that but there's a whole different kind of coalition of actors I guess that come together to kind of promote that as a way to think about teaching.

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You have a series of kind of, I guess, scientists operating in the public sphere through producing kind of, you know, pop psychology or pop science kind of works.

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People like Dan Wellington and some others there as well. You have lots of blogs and Twitter activists I guess many of whom are teachers themselves kind of speaking to that way of thinking about teaching and heavily promoting that.

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They also work hand in hand with a number of government actors often working through kind of NGOs who provide increasingly a large amount of professional development in the in England and there's sort of tight knit between these people they talk to each other very regularly and this is very well received by politicians themselves, including most prominently Nick

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Gibb who for a long long long time now in England has been the school minister and so you sort of see there's a quote from one of my interview subjects, you know, talking about how there's a sense that that's what as well constitutes solid research.

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So a broader shift there as well in terms of I guess scientists and education and thinking that other types of maybe qualitative research or other research bases are not don't have legitimacy but cognitive science is one that they feel that that has a kind of firm scientific backing in which they can think about teaching with.

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So one set knowledge base kind of emerges within England then, yeah, to go on and look at how that kind of works its way into a particular document like the early career framework.

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So there's a few questions you can ask there. The first there is who gets to write those kinds of policy documents in England these days.

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And increasingly as I say, it's a politicized process. So you end up with a small group instead of perhaps civil servants reign that or represent us from a variety of different teacher bodies and others, you have a small politically appointed panel now in England that tends to write most of the policy documents about teachers.

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So in this case, you know, you can see one of the civil servants who's kind of on the side of this says, you know, the people who are appointed those who are Nick Gibb, Nick, they're sort of schools minister trust and light and able to talk the same language as him and he appoints them

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and they basically hold the PIN. At the same time, special advisers, which if you're not familiar with the kind of UK political system are are relatively powerful actors kind of based and ministers offices that drive a lot of the policy-making process have a huge amount of oversight over these policymaking processes and kind of guide them for the

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minister and the individual minister and kind of guide them for the minister and the individual minister and kind of guide them for the minister and the individual minister is highly involved.

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So unlike perhaps other countries where the minister might set out the nitty gritty of policymaking, at least within England in this fear of education making an education policy make in recent years.

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You know, the minister has been heavily involved. I like this example here from one of the an NGO employee who was on the pen or saying for instance if the document had anything with the word learning in it then the minister went through and crossed it out and you had to replace it with teaching.

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So that level of kind of over the detailed oversight for the minister. Worth noting as well and all that politicization of that that policy making process that other actors such as university researchers and union representatives that often might be involved in these processes are left out.

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In terms of the writing, then we can see that it's those act diseases in quotes from people saying that they sort of carry the day right so the first quote there it was those voices the politically point advisors that often carried the day when it came to arguments about the evidence base and similarly you know that they it's their opinion of

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what good practice like their reference in this case that cognitive science literature that ends up carrying the day. Other voices aren't necessarily included.

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And you can see that coming through then so this is like there are different standards within the Lycro framework and this is a kind of they give a small reference just to kind of back up.

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I don't have time to go through that there but basically you can see heavily informed by a kind of cognitive science you can see reference to retrieval practice, working memory, you know, efficiency, working memory, short-term long-term working memory and so on that that kind of language of memory and cognitive science recipes the kind of

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evidence space that ends up being referred to to think about quality teaching. And then finally like I talked about quality teaching.

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And then finally like I talked about you also get these kind of state backed institutions. And then finally like I talked about you also get these kind of state- institutions that further work, you also get these kind of state backed institutions that further work to show up this sense that this is the sort of state- institutions that further route to short this sense that this is the sort of right or correct or

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true basis on which to understand through which to understand teaching and teachers. So the government before this process back in the early 20 tins created a body called the Education Endowment Foundation.

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Semi-independent now, but sort of funded initially by an endowment from the government and works very closely with it.

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And they act very powerfully as a kind of neutral, apparently neutral kind of legitimator of that knowledge base.

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So this is a quote from the special advisor basically put together a document saying you know he said unless you could pretty much get the E if the Education Endowment Foundation has ticked their stamp on it.

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I didn't think I read it to hold so they were key. You know I went to chat to them and said we're doing this it's happening and we need you to sort of sign off on it right so the sense that there was a caution around the extent to which other political players had been involved and putting together these

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kinds of frameworks but that the having a sort of institute like this that appeared neutral but nevertheless had kind of political orientations and I think you can or origins and you can see through this quote you know there was still some sense that they had to be responded to the government's priorities was absolutely essential in sort of securing that way of thinking

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about teaching and teachers. And then finally it's important to very much think about what is absent. Sort of coming back to what I was saying at the start, one of the most start things about that document is a really change, I get a big change in terms of the imagine kind of cultural work of teachers.

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So while I guess under, if you know anything about, you know, in King, the kind of new labor administration prior to the Conservative government that that is now still in power in the UK.

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You had a big focus on kind of multiculturalist discourses in the classroom. Again, you know, quite open to, there's lots of critique being made for those but those are sort of definitively shut out of here, right?

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Not that I kind of stridently, you know, quote unquote kind of assimilationist or anti-woke discourse makes it way it makes its way into these documents but nevertheless I would argue that the kind of cognitive science focus allows a narrowing or obscuring of those other potential roles that that teachers might have that don't

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allow priorities and so you see a quote here from a kind of there was a single academic involved in this process basically say, oh you know it would have been good to include things like anti-racism or you know other types of things but in the background quote unquote there was the anti-woke stuff and known that if they tried to recommend some of that

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language came into documents that teachers that would have been excluded by by those politically appointed officials and and advisers.

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So to kind of wrap up 3 points here, firstly we can see that I think through that process in the last while and that's just one document there are sort of a number of others that basically can be seen in this broader kind of trend.

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That in policy in England in recent years, teachers roles had been forcefully reimagined and in pretty narrow terms.

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Cognitive science ends up kind of being held up as this kind of best practice or the only kind of legitimate knowledge through which to understand teaching and that sort of achieved or that sort of consensus is manufactured through politically appointed actors kind of teaming up in particular with their education endowment foundation which makes that politicized process seem much

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more kind of deep politicized or neutral. It's got this stamp of kind of neutral evidence based authority on it.

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More broadly, I think very important to attain to the fact that, you know, then yeah, so there's this sort of complicated movement between sort of a politicization through deep politicization, almost every cleaver power thinking to a make make it appear that this that this kind of cognitive science basis as the kind

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of any neutral or true way of understanding and I mean I would I would I would say that obviously my view would be that you know there is value in that way of thinking about teaching and there is you know a lot of important literature with the net that cognitive science space they wouldn't sort of deny the validity of that that broad base

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of evidence there to think about in relation to teaching. What's happened here is that all other ways of thinking about teaching about all other kind of evidence bases had been showed out.

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And I would say that in part that is to kind of if we think about the kind of increasing neoliberalization of teaching teaching again very well accounted for.

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You get a vision of teaching which is wholly focused on kind of attainment and this idea that this is the kind of most purely efficient way for teachers to teach in order to improve results in order to kind of improve ultimately kind of national prosperity.

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So a big narrowing on that vision, but at the same time very important to attend to the way that perhaps a more broader kind of populist or culturally conservative aims of the Conservative Party are also met with that focus on cognitive science because they're kind of broader political role of the teacher and that and the possibility for that is

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it's sort of heavily reduced and clearly in speaking to many of my interviews subjects there there was although never explicitly stated very much an awareness that you know woke ideas about teaching you know comparisons often made for instance talking to people about what's happening in Wales in terms of an anti-racist focus on teachers and teacher education was

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was a topic that cognitive science allowed to be sort of explicitly removed or shut out. So in my view that kind of narrowing meets that aim as well.

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I'll end there and thank you very much and look forward to questions and discussion.

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1 min. My chin, wang is next. If you'd like to come up, any questions to just writing for general Thank you very much. Yes, please.

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That quick question. I'm from museums. A quick question. I'm from New Zealand and so quite into the teachers.

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Seem to resist the I think it's, it's, it's quite complicated.

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So there are a lot of teachers who through, I do support this vision and have been involved in it.

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They're certainly like on Twitter there is a broad base of teachers who it's hard to know I guess how representative they are but certainly compared to other jurisdictions I think to have voice support for this way of thinking about teaching and for these policy documents.

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And a number of people involved in writing those documents were teachers and then have kind of come up through the policy of your system different roles often through NGOs and then kind of one appointments onto those panels.

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At the same time, yeah, there's been opposition obviously I think and and certainly from the unions haven't been explicitly critical of that document that have been critical of this kind of broader shift some subject-based associations have been critical.

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Others haven't. It's a little bit complicated in the UK some subject associations kind of split over these kind of questions of how to think about teaching so it is there is some contestation but I think far less than you probably see in other jurisdictions yeah and that yeah this document ticker there wasn't a lot of pushback but

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that broader move towards cognitive science I think there has been. Anyway, maybe we can Thank you very much.

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That is most interesting. And now we have Chin Moon. Yeah. When from the Department of Education in the National Titan University Taiwan.

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And I'll just make you take it away or give you the hand signals. Yeah, thank you.

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Good morning and my presentation is about strategic development advanced indigenous language professions about the strategic development of advanced indigenous language professions of student development advanced indigenous language professions of student teachers specialized in the initiative teacher education program for indigenous language and literacy domain for secondary school in Taiwan.

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There are 16 indigenous peoples in Taiwan whose population of 560,000 counting for 2% of the total population.

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There's 42 languages. A critical endangered according to the definition of the United Nations. Only the grandparent generation could speak it as first language and the younger generations knows only a few words.

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In Taiwan, the national language development law has stimulated the indigenous language incorporated into secondary school curriculum since 2,002 and the ministry of education began to prepare teacher with both advanced indigenous language, with both advanced indigenous language, proficiency, certification and a teacher.

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In 2,001 including in accordance with laws One of the pre programs has been displayed at the National Title University where I'm from and the seventh senior indigenous language instructors and a thousand of young college students in Road England.

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Program. Actually, the indigenous language program and the teacher preparation is based on the writing system from merited by lab MOE and the Indigenous People's Council in 2,005.

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Indigenous language textbooks for price one to 9 and advanced teaching materials have been published since then. Accompanied with indigenous language certification for the complicated system.

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And actually, in Australia, fighting Degeners language curriculum pathways are recommended including first language second language and language revival and the language reclamation pathway.

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Which means that no one speaks the language right through anymore. Bye to the language was written down and recorded where enough people can land it again Maybe it's just what happened right now in Taiwan.

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And there is a limited understanding about how to do a teacher education for indigenous language as a medium of instruction in New Zealand in Hawaii and the teacher education for language revitalization in Australia in Canada and in the U.S.A.

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The problems to be solved in Taiwan is, is about for young student teachers like the advanced intelligence language certificate is extremely difficult.

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Switch is mission impossible. And the last 7 to 9 level in Indigenous language textbooks are cut to teach to secondary students.

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So this action research and to have student teachers to develop suffering foresting strategies to enhance advanced indigenous language professions and to develop a reasonable fiscal strategies for teaching level 7 to 9 textbooks to secondary school students.

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The participants includes the student teachers of 4 point. One amiss and one And their data was collected through the document collection and the recording in the process and the reflective interviews afterward.

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The finding one. The first problem to be solved is that young students teachers lack of environment to learn their own language and the at credits I mean teaching learning in the at the teacher education properties is not enough for at the advanced certificate exam and then they're afraid of make mistakes they're not to speak the language with their indigenous language

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instructors and there is no chance to speak language for 4 min and the right 105 words down in which are required in an advanced certificate exam.

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And the lack of suitable material to practice. So the advanced indigenous language certificate is the first horde for teachers credential exams specialized in indigenous languages.

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So the first search is a straight, let's say reinforcement process. We have developed this list of shortage in 2,000. 2,022.

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The newly published level 10 to 11 textbooks equivalent to an advanced certificate or utilized to produce reading aloud and the translation with a paragraph of 50 words and over speaking of 4 min and is a writing of 150 words on topics.

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After 3 months and 10 h of practise per week, one Student teacher attendant at advanced certification and to score the more than 120 points.

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So these are the textbooks. A refractions on a test. Learn for the Student teacher, indigenous language courses are not enough for the certification.

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So they have to find the indigenous lectures to learn much more and a self-reforcement or exercise can led them to the opportunity to speak it out and write it down.

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However, the listening tests are too influenced by the recorded elder's sense and a newly coin awards in the test questions are too difficult to understand.

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But for the future for the test in the future. Nothing lets you invite to learn. Indigenous language speaking outers to happily their self-reinforcing excites exercises and go to the tribes to learn the language.

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From the elders to improve their speaking and their listening abilities. And the right barrier in their own language continues continuously.

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And the read read the Bible in Baiwan before going to church to understand the priest's sermon.

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The second strategy is to to participate in the national language, a speech context. Based on the 4 min are speaking training for a certificate to test 5 students teacher participated the national speech contest for further development of the writing and speaking abilities.

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They won the first and the second prices in Baiwan, Bunung and other young speeches.

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The reflections on the national speech context. Let's step for refer, refer, reinforcing process had allowed them to connect words into sentence.

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So 2 of the student teachers are eaten to write a draft for the contest. And they expressed their own opinion and tops what were drawn.

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And in a contest they can emit another contestant who can speak in the way of everyday or speaking instead of reciting draft.

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But for one of the students and the teachers, he said that I don't dare to speak in the buy one in my tribe for fear of making mistakes some words may not be converted to correctly enter the elder.

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Cannot understand what I said.

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And the second problem to be solved, the level 9,200, and 96 books are government-designated teaching materials and the student teachers might learn to teaching materials and the student teachers might learn to teach in Teacher with the materials.

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However, near all the textbooks, they are not compiled according to the new Curricum guidelines and then about the documents that not mentioned most important focus system of indigenous swimmer and the near equivalent to the difficulty of her intermediate certification but let secondary students only have the primary level or below.

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So for student teachers, the teaching the demonstration evaluation of teaching party comes must be reasonable. And accessible to build a professional confidence.

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So we, the teaching model for them based on the curriculum guidelines 3 key points of secondary school. The teaching principle was also summed up.

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Simply teach the key points so London students can learn. So in process we have proposed 7 trial units.

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The refractions are in integrated teaching a primer for with action research the teachers students can can teach much more integrate integrated and teaching and when a rather learn teach vocabularies.

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So this and we in a process we have completed 12 units with reasonable teaching models, accounting accounts for a quarter of all 30 units of the 7 to 9 teaching materials.

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The final strategies about recording short films is using indigenous languages as instructional medium to strengthen further the ability of writing and speaking.

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Refresh on the improvement of language skills during recording. So in a process we we can introduce the age agent focus and our patient focus with simple examples.

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And they will discuss a lesson plan after with their masters and and the elders. And in a process, They can further improve their writing skills.

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Conclusions. The cultivation of indigenous language teachers is the process of language reconstruction. It requires the deliberate practice using a advanced teaching materials.

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And the speech training. And it also requires minister apprentice training with the elders to strengthen listening and speaking abilities.

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The officially they sign up to the level 7 to ninth textbooks are too difficult and the lack of explanation of the indigenous language grammar by guiding students teacher to teach the key points simply and make it easy to learn can improve the teaching of effectiveness by recording short films using the indigenous languages.

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As instructional medium can further improve writing and speaking skills. Recommendations. The government should lure the threshold of Advanced Indigenous Language Certification for Reality than the teachers.

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To take for them to take the teachers to take for them to take the teachers credential examination. So as to cultivate, qualify the teachers to implement a national examination so as to cultivate, qualify the teachers to implement a national language development law.

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And in this way, we can make the mission impossible possible. Thank you very much. My salu.

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We have questions while we invite Nurate. Lepinia, 10. Yes, thank you.

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So you mentioned that there's something like 40 plus Indigenous language. Be the language that And I'm pretty sure that Marines are asking businesses.

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You know, come with that. We pushed to introduce five-year-old High school. And one of the problems that I emerged there is that if I try this particular language material it really does have party Hello, by the community.

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So even though it was very well intended to create enables to empowering within the additional groups. Just wondering how Which languages were legitimized or privileged in curriculum?

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Okay. Oh, the part is not for about the tribal, sorry, tripod language, it is national language.

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In the idea is that indigenous languages are all national languages. So the Paris government have developed a 42 Kai's Up test balls and all and the indigenous language is instructed.

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In instructors, not teachers, they are not qualified teachers of the 42 kind languages or recruited and they have taught the language in the school system in things, 2,001.

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But according to the national national language development L the curriculum have become the formal curriculum solid The government have to train qualified teachers and the younger teachers because most of the indigenous language instructors are in their fiftys or sixtys.

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So in my in my action research we try to outfit younger generations to be indigenous teachers, qualified to teachers. Yeah, thank you very much.

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Thank you. Thank you. Thank you so much and we now move swiftly on to Yarate from the Avenous University Lithuania.

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Thank you. Good morning. Your host of the conference colleagues. I am your rightly legitimate as you as you present a student in sociology at Lunis University at my presentation is and my presentation is about teachers and the service space and I hope that you will heard some new about it and at least my Lithuanian English.

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Before the coming page the student I was a history teacher and had a successful career however after 20 years of being a teacher I left my job voluntarily with no ideas about my future.

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All I know was that I didn't want to work in school anymore. But I decided to find out why this was happening with me.

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And as research shows with other teachers. For 4 years now I have been exploring what it means to be a teacher in the world of our time.

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My theoretical affiliation is critical. Theory more specifically Budio sociology of education. In Buddha's theory the teachers is an agent of the power of dominant fields.

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From Buddhist point of view the teachers arbitrarily impose a dominant class's culture on the pupils through symbolic violence and the authority granted to them by external structures.

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Thereby reproducing the social order. But the Google Authority is a periodic visit for the use of violence or otherwise resistance will arise.

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According to Bori, authority is always given to a position new to a person always in advance as a as a condition for pedagogical work.

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But the Coca-cola Authority elevates the teachers to a position of dominance in his or her relationship with the pupils, affirming that what he or she says or does is legitimate, valuable and crucially in the pupils own interests.

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However, various studies and teachers professional performance reviews that the authority teachers are given is no longer enough.

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Why do teachers receive less and less authority? From my point of view, it is because in contemporary context the teachers and the schools are no longer required by power fields as an agency to reproduce the existing social order.

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In the new educational context the teachers becomes like the colonizer of yesterday forgotten or thrown away in the colony of the past who must find the ways of constructing relations within the field without the support of the power fields.

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Changing contacts and the unpredictability of social interactions encouraged the flexible creative habitous of the teacher to invent new strategies to generate practices that do not always rely on well-established behavioural patterns but rather on improvisation.

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I analyze this strategies using the theory of post-colonialism. Ahmicababa's sword space concept.

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This is a space in which individuals from different cultures collide in these encounters that the binary between self and another is blurred.

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The third space is not the land of the colonizer and the land of the indigenous. It is a cultural staircase, a cultural in between, and those in that space are collaborations and resistor simultaneously.

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Resistance is refusal to impose cultural arbitrarily. Collaboration is not out of a mutual pursuit of cooperation, but rather as an act of mimicry and imitations as as preparations is getting their advisor on going binary higher hill.

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According to Baba it is between those binaries that a new hybrid culture emerges woven from the cultural and social experiences of both participants in the encounters.

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In this culture, the colonizer and the colonized are mutually dependent on each other and create mutual subjectivity.

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In this dependence, cultural purity cultural distinctiveness. And the vision of the dominant culture is lost.

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The space in which the hybrid culture is mediated becomes open to usness and diversity. The empirical studies that I am going to present is about them.

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The matter chosen for the study was their photo wise method. This is a method in which the participants seek to capture the experiences through photography and then uses photos to reflect on their understanding of their experiences during an interview with the researcher.

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Photos taken by the participants are not the object of the research person. They are a tool to help the participant to reveal the narratives of he or she generate.

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The study is divided into 3 steps, phase one, inviting participants to the richer 56 teachers were invited to maximize teachers diversity by the end of the study of 46 teachers reminded in a second was a teacher's complete of the task and tasks take photos that might reduce the teachers daily routine for 2 weeks and the

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third phase was interim.

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Findings. The teachers who took part in the research were categorized according to their attitudes toward the teaching profession.

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Teachers, enthusiasts, they enjoy their work, find it meaningful, feel a vocation, and intend to pursue a teaching career.

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Teacher medalists or teachers with a rational point of view. They assess the pros and cons of the teaching profession, their capabilities and needs and decide to stay as a teacher for the benefit it provides.

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Hesitating teachers, they are considering whether it is worth pursuing a career and looking for other career options, doubting the meaning of teaching, disappointed or frustrated teachers they want to and their career at least temporarily.

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Of course the categories are as a general general and we can identify several more sub-categories within each of them.

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Analyzing the reflection of the daily professional activities of the categories reveals a clear link between the teachers attitude toward professional activity and his or her ability to have a sort space at school with their pupils or colleagues.

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The possibility of creating a short space is directly linked to teachers' autonomy. The more autonomous as a teacher is the higher his or her job satisfaction.

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Autonomy is defined as a teacher with independence and working with pupils. There is minimal control and in preference from the school administration.

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Or parents. The level of autonomy depends on school internal order, parents teacher relationships, teachers students relationships and school and internal evaluation processwards.

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Teachers autonomy is particularly characteristic of enthusiastic teachers and realistic teachers. Lack of autonomy is characteristics of hesitating teachers, disappointed teachers feel powerless without any freedom of action, the homicide.

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All teachers who feel autonomous still that they have a separate world with their pupils that characteristic of which correspond to the connotation of the source space we have defined.

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The third space is creative with particular classes taught by the teacher during class time. With the administered class, these pupils who attend the extra classes with the teacher, consultations, clubs, rehearsals.

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Realistic teachers do not have a sort space with their pupils or the source base is fragmented.

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Such teachers create a fair space with some colleagues for instance a coffee drinking club like-minded people under position dropped against the school administration or some colleagues.

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Some teachers with a rational approach to the work have created a sort space with teachers from other schools. Teachers who are hesitated are sometimes involved in the creation of the service but experiences some failures.

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Disappointed teachers are the size by the lack or decay of a service in their school communities and they do not have such a group outside the school ever.

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How to create a space at school. Teachers create a sort of space for their pupils in several ways.

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Building a close relationship with pupils by adopting their vocabulary taking an interest in things that are popular with pupils, computer games, music, the talk content.

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Some teachers try to choose a style of dress that is popular with their pupils at the 10 and same events.

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Some teachers keep people secret even if they clearly validate school rules, mediate between them and parents between pupils and another teachers in conflicts situation taking the pupil side, changing the metals and content of the subject they teach by organising various experiences.

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The source space between teachers and students might be disrupted. Parental intervention. The third space is disrupted by pupils who manipulated parental intervention.

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The third space is disrupted by pupils who manipulate the teachers point of view. The third space is disrupted by pupils who manipulate the pupils who manipulate a teacher's point of view pupils who manipulate a teacher's point of view, a teacher's point of view, start complying with teachers demands, disobey agreements or cross certain boundaries.

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For example, by offering to buy a or cross certain boundaries, for example, by offering to buy a pot or go for a smoke with a teachers, it is disrupted by the school administration or external audit.

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Colleagues when they start to criticise a teacher don't support the initiative or she proposed ridiculous history or her personality.

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Teachers create surfaces as our school staff by forming small groups. It could be different groups, coffee drinking as I talk earlier.

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And then. The studio also reveals the importance of the source space for teachers professional identity. Teachers who attend an I saw space with their pupils or colleagues refer to being a teacher as a vocation, a favourite activity, a way of fulfilling one self, a difficult but meaningful job.

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Teachers who do not have the surface space at school are more likely to experience a professional identity crisis, they say that people around them do not appreciate their work.

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Do not understand its complexity and importance. Some feel that they do not count the vocation. They're helping teachers who say that being a teacher puts a stigma on a person.

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Based on the research research presented we have draw conclusions. In contemporary context the power fields that we have established at the field of education give less and less authority for the teacher.

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Teacher tried to compensate for the lesser authority with different strategies if the strategies they choose are not effective they became disillusioned with their work and consider leaving the school.

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Some teachers looking for an opportunity to gain more authority start to create or agree to participate in the source space created with pupils or colleagues, teachers who do not have the source space tend to leave the school and change their profession.

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Tis a moment in the creation of the source space with the pupils or colleagues has a positive impact on their professional satisfaction, their decision to pursue a professional career and their professional self-esteem.

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The third space is created when the teachers has some autonomy. The short space could break the existing school order or rules within certain parameters.

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And it's some in and in some ways the teachers behaviour in the store space breaks the usual cameras or rules of teachers behaviour.

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The source base is a school in the school is very fragile and vulnerable to the intervention of other social agents.

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Establishing the source space in a school is not necessarily in line with the school's aims, rules and values.

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It is not an and it kububa called feminine some teachers criticize their colleagues for creating the source space with their pupils, commenting on the risk losing control of the educational process, reputation and authorities.

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Some teachers claim that parents and school administrators will be creating a sort of space with people's hostility.

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Oh. Okay.

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I'm going to move ahead. My students.

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Just call on Sylvia Evan from The Institute, Mechanical Neanderthals, to be Canada.

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Trying to cheat in front of you. And, is it still be?

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It still is not here. There is a relaxation in timing training. But we would miss out on what she has to say.

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Any questions about what she has to say. Any questions about the Yes, thank you. It's more on topic.

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I just think it's very interesting to look back. Starting against you foreign policy with show how the Uk's intent of squeezing out or teaching professional discourse and is basically squeezing out the things that lead jobs instructions.

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Yeah. And I tune the and I was in the I'll just go whenever that, yeah, move haven't said pretty much to each other.

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And this. Thank you.

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I really like the theory that you do like the connection But at the same time, I little bit sceptic, not as skeptical, but I'm wondering if there is something outside of that theory that you created, which is so neat and interesting, but, theory that you created, which is so neat and interesting.

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but you created, which is so neat and interesting, but I don't know. Which you created a connection between like this satisfaction between like this satisfaction of the teacher and then the luminous space.

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And if and like that's the only that's the main and Well, from the point of view of your presentation, the only source of satisfaction or what can keep the teachers in the Thank you for your question.

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Yes, it's hard to tell your answer, but I know now. I know for my research that the short space help to hold satisfaction because I invented my research very young person who worked at school for 2 years or for 40 years but they all tell me about that if bureaucracy come in her class or his or her

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class. The process education and the satisfaction fall down.

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They imagine that the the class is like in Catholic religion, the closed space in which teachers and students can reveal its secrets and share its lifestyle or something.

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And a person from outside could break this.

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Yeah, thank you. Thank you very much, Ate. And so your last call for Silvia.

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And if not, we'll move on to Carla Taptopia. Thank you, Carla.

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Teacher activism and struggles. Over public education in Chile. And if Silvia comes later we can always put her on after cover if she's within the session.

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So thank you very much Carla.

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Signals. Okay. What is?

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Well, This is complicated. Yeah. Good morning everyone.

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Sorry? And And my name is Caroline and today I'm going to present to you teachers activism struggles over public education in Chile.

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I, this is now a paper and I wrote it with my 3 supervisors whose Names are there, Professor Palacein, Dr.

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Sir Woodman and Associate Professor Debbie Bergali. First of all I want to acknowledge the traditional customers of the land upon which we are presenting today.

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I pay my respects to the elder pasts and presence and recognise that we are an unseated land that it has always been for learning and teaching.

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So this presentation is divided in 4 main items or parts. Which are chicken context theorizing teacher activism decolonizing methods to generate activist stories and discussion.

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The context that you may guess includes the introduction and development of pro market policies in China. The theorization includes the concept of pedagogic rights, which was developed by the British sociologist Basil Bernstein.

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The methodology describes the research design used to operationalize their main research projects and that discussion this section includes the ideas we could explore and observe in our research projects.

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Well, this presentation is part of my main project. It is at the PhD. Project. So this is just part of the theoretical framework.

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So the question for the main project was how do activist teachers pursue social justice through their pedagogy work in and outside schools.

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Well, how do activist teachers pursue social justice through their pedagogy work in and outside schools?

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While much has been written about student activ movements against the neoliberal prioritization of education in Chile, less attention has been given to Teachers activism around similar matters.

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In this paper, we contribute to the field of teacher activism as a social movements to resist the global education reforms of neoliberal education policies and practices.

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The Chile education system has a structure that has historically led to segregation, profits, dismantling public education and strengthening the private sector.

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So small states lots of opportunities for private to invest. Like why is the system has contributed to the development of a homoteneous standards this situation generates the evaluation of standards.

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This situation generates the evaluation of the teachers role. This organization and ultimately generates the evaluation of the teachers role, this organization and ultimately our weakening.

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Our social and political actors. Citizens and as teachers fighting against all the system that position us in the technical role.

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Is part of the motto that I have in order to pursue this project and also to raise awareness of how the providingization of education and all the public health facilities has not only influenced the educational aspects of our society but also the health systems, a patient systems and everything around it.

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After the collapse of Pinochet Dictatorship in 1,989, the Chilean society experienced ongoing

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Social movements demanding social political changes. And although during the ninetys everything seemed to be going well the civil institutions and political stability seem to strengthen since 2,006 students revolution Chilean people's participation in political debates tends to occur in the street rather than in the ballot boxes.

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Massive public demonstrations from students and citizens occurred not only in 2,006 but also in 2,011, 2,015, 2,018, 2,019.

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These processes represented unhappiness towers of poor education, health and pension systems, the increasing inequality and the growing lack of trust.

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From Citizens to their politicians. Why the Italian society struggles to redefine their relationship between the state and institution.

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Social activism seems to have become a valid expression of political participation. Although often overseas, as I was commenting before, the teachers have also mobilized in different aspects.

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Pitches are often seen as supporters of their students rather than main actors of their own activism, despite students being the former actors of these different mobilization in Chilean democratic era, other groups such as teachers, feminist, indigenous and the universities also joined the fight against a difference the different consequences resulting from the neoliberal framework I

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missed the people fighting for environmental Issues as well. Public activists contributed to the producing new political subjectivities and forms of democracy where new actors were inserted themselves as part of the new social agenda and they were not just questioning the decisions made but how the decisions were made.

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These groups We are trying to contribute to the development as well of our collective identity among their participants. And importantly, activism is not only protesting but it's a form of communication so in these cases the different citizens of the country were just communicating their unhappiness towards the many social issues going in the country.

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It is important to note, however, the students protest activism have been met with significant resistance activism have been made with significant resistance from some class factories activism have been made with significant resistance from some class factions with vested interests in the marketization of education from some class factions with vested interests in the marketplace with vested interests in the marketisation of education and has been highlighted how difficult is to undertake

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a process of education and has been highlighted how difficult is to undertake a process of education and deprivatization, how difficult is to undertake a process of education and deprivatization when large sections of education and deprivatization when large sections of the population have deprivatization when large sections of the population have bought into this

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school choice mantra of the population have bought into this school choice mantra a field with the population have bought into this school choice mantra a field with the erosion of their population have bought into this school choice mantra a field with the erosion of their privilege positions.

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So despite 2 decades of social movements against the neoliberal market-driving model of education, ongoing contestations remain.

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Is struggles are constant around what it takes to strengthen public education included what is the conception of public education, how can cover it or end the privatization be undone and can public education be strengthened by increasing individual rights and regulating the function of private institutions?

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To theorize the data that we produced, we used We proposed that bus experiencing undeveloped work on democracy and pedagogic rights.

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Presented a 1,986 conference in Santiago at Chile during the period of Pinocheti during the period of Pinochet dictatorships has relevance to teachers dictatorships has relevance to teachers current struggles, has relevance to teachers current struggles against the neoliberal models of

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education. This pedagogic model rights model attempted to theorize conditions for democracy and the context in which democracy was or could be created in this important and very difficult times.

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Of political transition in Chile. So Bernstein as you can see this described 3 pedagogic rights enhancement inclusion and participation they work on 3 different levels, individual social and political.

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The first one is enhancement. Which is about to experience social, intellectual and personal limits, consider the past to improve our futures.

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Inclusion is the right to feel socially personal and integrity, intellectual included, not excluded, and participation is a right to participate in the decision-making mechanism that not only create the order but also maintain the order.

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In transform it. For spaces to enable these rights, they needed to offer a schools need to offer conditions to achieve them.

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Bernstein theory of patriotic rights is the idea of democracy as a representative electoral system in addition to a considerable form of practice and by engaging in forms of activism or resistance as activism teaches activists reclaim and redefine the public of public education and verify the principle of equality.

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Importantly, teacher activists have often been denied a voice in space in the policymaking arena because as the picture that was shown before the teachers are just there and the policy makers are here and they don't really.

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Connect. I used methods out of the traditional scope. I applied Australian Indigenous women's 10 point theory combined with Border and MISSISACY FEMINISM, ideas to position myself within their research and to establish the grounds to conduct this research.

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I located myself firstly as a Mestiza woman. Mestizos are the mix between indigenous and European in the case of Chilean people Spanish.

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Heritage and I also present myself as a researcher as an a teacher activist and importantly for me this whole project became part of my activism.

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Data in the form of oral I use 3 methods to produce a data which are yarning, photographer and and testimonial, yearning is a qualitative indigenous Australian research method where people build respectful conversation.

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For a yarn is an art based method that includes a photo and yearning and testimony is a reflexive narrative use for liberation that is a purposely political conscious reflection.

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Yeah. We, I used a snowboarding to rescue the participants. They needed to meet to criteria which were self-identification as activists and worked in the composite sector of education.

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26 chillian teacher activists participating in this project. And It was not easy to

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Which them, because Probably because of the negative impact or the negative thoughts that people have about the so if I hadn't been part of this group, it would have been.

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Pretty much impossible to to conduct their research So enhancements. I translated the data because it was produced in Spanish for the purposes of Reporting the findings.

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As you can see, Lenka, which is one of the teachers, and the other teachers showed confidence in education as a way to break the poverty cycle.

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Most of the teachers chose to work in government funded schools as they felt that they could make a difference in these places.

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There is struggles over public education where often directed to challenging the dominance of an early bill market model and the way that it was played by public education and how students and teachers experience poor conditions as a consequence of this model.

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The activity stories were full of trusts and interrupted potential of education to make a significant difference and at an individual level.

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And she said a teacher leaves a mic on you making things click in your head. They help students to see things that perhaps in this their reality they couldn't see before and this work is controversial no matter students backgrounds for instance in the most vulnerable sector teachers might push their students to change their reality to go to university or to break the

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cycle of poverty. The second right is inclusion and the teachers talked about their activist work alongside students, work and their fights over public education, as well as Alan's and indigenous and feminists and environmental groups.

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Moreover, many teachers were part of collectives, either in feminist collectives, teaches union law school syndicates, teachers saw themselves as collectively fighting over a definition of what to constitute the public of public education.

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The teacher activists wanted equitable access to high quality education for all students. I want to teach children who can help their employees and other people to image to get ahead and they want them to offer jobs where employees receive respect for treatment and fair conditions.

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That is material day. We collectively fight for the same rights when I participate in the parades I see everyone around it makes me feel like I belong to something bigger said The last one is participation in the Biology writer participation is a political act of not only being invited to join into meetings but the right to participate in the procedures where social and educational orders

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are constructed, maintain and changed. The teachers in the experience and instances struggle against the ways in which they were excluded from educational policy processes.

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The feeling of being left out seemed to be generalized and persistence across the group. Teachers demanded inclusion in the decision-making processes relating to their working conditions, students and mission rules, educational projects and their school communities.

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The teacher activists use strategies to attract public attention such as lettuce, strikes, novelizations and parades.

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Many but not all. Dature activists reported positive gains from the activist work. And as you can see, LOT title says teachers have needed to learn how to assist to be seen.

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That's the picture, teaches exclusion from the decision-making arena is a deep feeling we have teaches because of the exclusion we regularly live as a result of the decision-making processes.

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So, the discussion that is actually what you could also see as findings, Bernstein's idea of pedagogy rights can be seen as an attempt to link education to a broader political questions about democracy.

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Potential of pedagogic devices as a disruptive Interrupted space for social change. I don't know whether you are familiarized with burst an idea, but he developed a pedagogic device and in the pancake device in the in one of the spaces you can see the teachers as transmitters and that's the issue with the

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social reproduction of school of schooling and I want to see the teachers as interrupts but also as interrupts as transmitters but also as interruptors.

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Mostly in the early building in neoliberal environments that seeks to control the educational system are resistant as an everyday job in a contested space.

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So teachers pay apologized their activism in the classroom creating this sort of mirroring. Between the streets and their classes or their classrooms.

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Teachers spoke to the groups buying into the newly liberal schooling agenda which aimed to put control education decision making in public schooling.

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And we're teachers in the past may only have much alongside their students in the streets. These teachers, as I said, prioritized the activism as a contemporary response to Italian nearly level education turn.

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The teachers in this study saw the activism was a collective way to resist the ongoing implementation of neoliberal policies and their consequences via the privatization of education, the proper conditions, and their limited agency in the decision making around educational issues.

442
01:28:00.000 --> 01:28:11.000
The myth of equality and the potential of school to disrupt this school and provide students with more opportunities. Regardless of backgrounds is also important.

443
01:28:11.000 --> 01:28:19.000
These are the key references and thank you there. You can see the citation for the paper.

444
01:28:19.000 --> 01:28:28.000
Thank you. No questions, please. No questions? Yes.

445
01:28:28.000 --> 01:28:34.000
Oh, yawning. It's, I don't know with, I'm sorry.

446
01:28:34.000 --> 01:28:41.000
Sorry. Yarning is a method that I use that it comes from our indigenous Indigenous Australian people.

447
01:28:41.000 --> 01:28:51.000
They have used yearnings since forever. It's just part of their culture and I don't know whether there's an Australian person here that maybe can also talk about this.

448
01:28:51.000 --> 01:29:08.000
Yes. I, there was one person, well 2 people that are coins the term in 2,010 with Besarav and On Google, I think there is this surname that you can see there.

449
01:29:08.000 --> 01:29:17.000
Probably, yes. There's a Robin and Doogo and they, they wrote this paper yarn about yarn, and they wrote this paper yarning about yarning as a legitimate method of indigenous research.

450
01:29:17.000 --> 01:29:20.000
And I used it, it'

451
01:29:20.000 --> 01:29:30.000
You do have in my case like in the practical space you do have some questions but they're not real questions like the interview you have some questions but they are not real questions like the interview in which you need to actually answer the question of the interview in which you need to actually answer the question of the interview.

452
01:29:30.000 --> 01:29:38.000
It's more like a guideline in which you need to actually answer the question of the interview. It's more like a guideline in which teachers in my case teachers could talk freely and in a safe space.

453
01:29:38.000 --> 01:29:44.000
Recognises the different feelings that people might have. It's not just like, okay, what is your favorite color?

454
01:29:44.000 --> 01:29:47.000
It is blue. And that's it. So for me at this it was very useful because I could have a wide variety of data in terms of topics and teams.

455
01:29:47.000 --> 01:30:04.000
I could have a wide variety of data in terms of topics and teams. And I also wanted to try to decolonize in terms of topics and teams and I also wanted to try to decolonize at some point, themes.

456
01:30:04.000 --> 01:30:09.000
And I also wanted to try to decolonize at some point our research and using methods out of

457
01:30:09.000 --> 01:30:18.000
Thank you. Any other questions or comments? If the lady that you did have a comment before on indigenous communities.

458
01:30:18.000 --> 01:30:30.000
Did you want to comment on yarning? I think you've done a good job on what they're having in a different form of discourse talking about foreign policy less, less sort of video.

459
01:30:30.000 --> 01:30:41.000
And it creates the space that are needed in the moon to get forces brought about. Weston. First one, Mr. Tooth.

460
01:30:41.000 --> 01:30:56.000
Matter of spending time. Told me and at the time. Learning about this.

461
01:30:56.000 --> 01:31:06.000
Hello, yeah. Saying it's not about my recommendations. I was just wondering about those who say that you Easy.

462
01:31:06.000 --> 01:31:18.000
Following Outside, but also within this pool. So I'm wondering how Do you believe what's right?

463
01:31:18.000 --> 01:31:30.000
Terms of bringing into example more progressive transformative idea. She had 2, with Lizzie a lot and she but that there are some.

464
01:31:30.000 --> 01:31:51.000
And he was friends with 2 free speeches. Software. And the students were married by the students on very high on social media and focused their Now, again, Cheers will be talking about where we call in the Okay.

465
01:31:51.000 --> 01:32:00.000
I'm gender biblical with you as well. And she doesn't.

466
01:32:00.000 --> 01:32:06.000
And move in junior high.

467
01:32:06.000 --> 01:32:18.000
Thank you for your question. Yes, many teachers felt they constraints from the institutions and from their leadership like the leadership.

468
01:32:18.000 --> 01:32:35.000
Group of the schools. I actually one of them didn't even much because he's he told me I can't match because one of my bosses told me if you want to go to the streets you need to sign with a blue pen and just.

469
01:32:35.000 --> 01:32:48.000
Give me your resignation later. So there are many constraints. Many groups in power of schools are not very happy about teachers going into the streets but then

470
01:32:48.000 --> 01:32:58.000
Yes, there is this movement of ideology and I think students but it's there this activism wasn't

471
01:32:58.000 --> 01:33:14.000
How can I, can I explain sort of this? Cause I know where you're talking about but at the same time it's not trying to just break but sort of push boundaries a little bit in terms of for example One of the teachers would say he was a history teacher.

472
01:33:14.000 --> 01:33:23.000
He talked about Cleopatra. He said, everyone pictures Globe Budra as full.

473
01:33:23.000 --> 01:33:53.000
She was like this sexy woman in movies and you can see them in movies and in books but if you think about Cleopatra, but there was a great militar like leader. Western history told about males.

474
01:34:06.000 --> 01:34:17.000
So history needs to be retold. And many like in 2,019 i don't know whether you are familiar with this but we had a social uprising.

475
01:34:17.000 --> 01:34:38.000
So at the end of Sunday, 2,019, many teachers were fired and they were fired with the suspicious that it was Because they were practicing activism in the streets and the bosses were like if you go to streets to you are going to be and they were fired, we couldn't say yes it was because of this but

476
01:34:38.000 --> 01:34:46.000
they had their their ideas that it might have been because of that. Other teachers just felt uncomfortable because they didn't feel free enough.

477
01:34:46.000 --> 01:34:54.000
In their classroom they felt that they couldn't be themselves so they just As for another job in a in another school that they felt more comfortable with.

478
01:34:54.000 --> 01:35:02.000
So I don't know whether I'm, I'm answering your question. Thank you.

479
01:35:02.000 --> 01:35:32.000
Thank you. Sylvia arrived yet. No. So that brings us to the end of our speakers and I just think this has been a really interesting session from all our presenters about the social and political struggle between Work between, expresses, and work is for those who are committed with that coding.

480
01:35:32.000 --> 01:35:51.000
Is people who are interested in human rights. And it's got this pejorative. Label from the neoliberals of you know a Epithet.

481
01:35:51.000 --> 01:36:04.000
But fighting against that, I think the issue of precarity of teachers recruitment and employment has been raised as an important factor.

482
01:36:04.000 --> 01:36:16.000
Why of disrupting when we heard about the third spaces. And indigenous languages, the revival and embedding of indigenous language in curriculum.

483
01:36:16.000 --> 01:36:37.000
These are about minority rights. They are about human rights. And we've learned about how. Nearer liberal discourse in is a way of containing and resorting to ideas such as memory.

484
01:36:37.000 --> 01:36:52.000
Lighting and cognitive science as the true understanding of what teaching is. And learning is presumed to be something that's students just I'm so as a way of extending their memories.

485
01:36:52.000 --> 01:37:01.000
In particular understanding. So I think it's been a very, very enlivening this course.

486
01:37:01.000 --> 01:37:15.000
In this room this morning about the struggle. Between a liberationist idea of teaching. And the neo-liberal control and dictation.

487
01:37:15.000 --> 01:37:23.000
Of performativity. And teachers at the centre of that. So thank you everybody.

488
01:37:23.000 --> 01:37:26.000
For your contributions and helping us out to think. I bet the significance of the role of education and teachers.

489
01:37:26.000 --> 01:37:33.000
So thank you. Enjoy. You've got a little early minute.