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Using the capabilities approach for strengthening the sense of professionalism of teachers deeming themselves surveilled through a Panopticon

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dc.contributor.author Potgieter, F.J.
dc.contributor.author Van der Walt, J.L.
dc.contributor.author Wolhuter, C.C.
dc.date.accessioned 2017-01-06T11:35:49Z
dc.date.available 2017-01-06T11:35:49Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11622/127
dc.description.abstract According to some teachers practising their profession in some of the most advanced and privileged schools in widely different parts of South Africa, they are not allowed by their superiors to work (optimally) as professionals. As a first step towards searching for a solution to this problem, we consider whether Jeremy Bentham’s and Foucault’s Panopticon metaphor might not explain the problem in greater depth. Based on our conclusion that the metaphor, having been developed initially as a solution to the problem of improving supervision and surveillance in penitentiaries, does not seem to typify fully the situation that some teachers are experiencing in their schools, we attempt to address the problem by suggesting to school managements to draw on the capabilities theory of Nussbaum, Sen and others for strengthening teachers’ sense of professionalism. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Panopticon en_US
dc.subject Capabilities theory en_US
dc.subject Teachers en_US
dc.subject Professionalism en_US
dc.title Using the capabilities approach for strengthening the sense of professionalism of teachers deeming themselves surveilled through a Panopticon en_US
dc.type Article en_US


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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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