Professionalism discourses and neoliberalism in teacher education

Abstract

This article argues that discourses of “professionalism” can be used in K-12 teaching and teacher education both in the service of neoliberal pressures and to push back against such pressures. By itself, the term “professionalism” is not evidence of either the spread of or resistance against neoliberalism, but considered in the context of a broader discourse, it may be used for both. The argument draws from Derrida’s discussion of the pharmakon, and Bourdieu’s discussion of symbolic capital. We argue that the concept of professionalism functions as a pharmakon in that it can be both toxic and medicinal, depending on how it is used, by whom, and to what ends. We take up Schinkel and Noordegraaf’s (2011) suggestion of enhancing Bourdieu’s framework of symbolic capital with that of professional capital. Considering professionalism as a kind of symbolic capital provides a critical lens on discourses of professionalism as both a help and a hindrance in K-12 teaching and teacher education. Both theoretical perspectives enable a critical questioning of discourses of professionalism, including for their constraining effect on greater diversity in professions.