Index

Citation

Reid, J. (2018), "Index", Primary Teachers, Inspection and the Silencing of the Ethic of Care, Emerald Publishing Limited, Leeds, pp. 163-169. https://doi.org/10.1108/978-1-78756-891-420181008

Publisher

:

Emerald Publishing Limited

Copyright © 2018 James Reid

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INDEX

Abstraction

ideological

, 20–21, 22, 37–40, 67–71, 75–80

political

, 20, 37–40, 146

Accountability circuits

, 40

Action plans

, 6, 13

Alienation

, 71, 136

Anne

, 10

Applied ethics

, 5, 6

Assessing Pupils’ Progress: A Teacher’s Handbook (APP)

, 81–84, 116, 120–121, 148

Assessment focuses (AFs)

, 81, 83, 116

Attachment theory

, 75

Attainment

, 6

targets

, 83

Attentiveness

, 21, 22, 40, 58, 61, 145, 150

Autonomy

, 12, 149

controlled

, 36

productive

, 37

Baier, Annette

, 147–148, 149

Balance

, 135

Ball, S. J.

, 52, 142

Bauman, Z.

, 52

Belonging

, 126–129

Bifurcated consciousness

, 32–33, 62, 71, 126

Black Papers

, 75

Black Report

, 75

Blair, Tony

, 35

Blaming teacher

, 20–21, 75, 86–87

Bowlby, J.

, 75

Brenda

, 4, 5, 7, 10, 13, 19–20, 45–65, 71, 95, 99, 106, 107

Brown, Gordon

, 35

Callaghan, James

, 37, 38–39

Cameron, David

, 35

Capitalism

, 13

Card, C.

, 51

Care

, 91–93, 115–116

aspects of

, 58–59, 145–146, 150–151

definition of

, 59–62, 125–126

elements of

, 58–59, 145–146, 150–151

ethic of. See Ethic of care

experience and

, 61

phases of

, 33, 39–40, 58–59, 145–146, 150–151

teachers’ experiences and understanding of

, 4, 23

understanding

, 47–48

and work

, 61

Caregivers

, 20, 21, 33, 60, 147

objectifying

, 65

teachers as

, 95–99

Caregiving

, 33, 38, 40, 41, 50, 58–59, 93, 109, 125–134, 145–146, 150–151

Care receivers

, 20, 21, 33, 60, 88, 147

responsiveness of

, 59, 146, 151

teachers as

, 99–107

Care receiving

, 33, 40, 50, 59, 93, 109, 125–134, 146, 151

Caring about

, 33, 34, 39, 58, 145, 146, 149, 150

families

, 97–99

others

, 99–102

work

, 96–98

Caring democracy

, 42

Caring for

, 41, 95

Caring with

, 33, 34, 59, 146, 147, 151, 153

Carpenter, Sara

, 134

Central Advisory Council for Education (CACE)

, 4, 37, 38, 75

Centrality of texts

, 40–42

Charlie

, 9, 21–22, 89–110, 127–132, 134

Child care experts

, 56

Children

in need, provision of services for

, 76–77

policy-making, ideological abstraction through

, 75–80

teacher’s relationship with

, 95

welfare

, 36

Children’s Workforce Development Council (CWDC)

, 79, 80

Children Act 1989 (CA89)

, 36, 75–76

Section 1

, 76

Section 2

, 76

Sections 2–4

, 76

Section 3(1)

, 76

Section 3(5)

, 74

Section 17

, 76, 78, 79

Section 17(1)

, 76–77

Section 17(10)

, 77

Section 31(9)

, 78

Section 47

, 76, 78–80

Section 47(1)

, 77

Children Act 2004

, 36

Children and their Primary Schools

, 37

Climbié, Victoria

, 78

Cognitive development stage model

, 49

Cognitive model of moral development

, 47

Common Assessment Framework (CAF)

, 79, 80

Common-law duty of care

, 73–74

Compassion

, 53

Competence

, 58–59, 145–146, 150–151

Confederation of British Industry (CBI)

, 83

Conflict

, 58, 145, 150

Consciousness

, 13–14, 16, 18, 22, 61, 62, 129–132, 136

bifurcated

, 32–33, 62, 71, 126

double

, 72

Constructivist ontology

, 141

Contractual duty of care

, 73

Coordination

, 34

Creativity

, 37

Critical policy analysis

, 7

Davion, V.

, 51

Deontological ethics

, 53

Department for Children Schools and Families (DCSF)

, 81, 84–85

Department for Education (DfE)

, 36, 40, 74

Department for Education and Employment (DfEE)

, 81–83, 116

Department for Education and Science (DES)

, 39

Department for Education and Skills (DfES)

, 35, 41, 117

Developmental approach

, 75

Double consciousness

, 72

Doucet, A.

, 15

Economic instrumentalism

, 34

Education Act 1992

, 37

Education Act 2002

, 36

Section

, 175, 78

Education Act 2005

, 12

Section

, 5, 115

Education Act 2011

, 115

Education Reform Act 1988 (ERA)

, 35–37, 75, 92

Emotional labour

, 33, 94, 149

Emotional self

, 38

Empathy

, 53

Employability

, 35

Employment

, 35

Empowerment

, 142–144

English primary schools, performativity and inspection in

, 36–37

Engrossment

, 20, 51, 52, 95, 96, 98, 109

Equality

, 52

Essentialism

, 50

Ethic of care

applied ethics

, 5, 6

Gilligan, criticisms of

, 49–50

metaethics

, 5, 6

moral

, 55–58

Noddings, criticisms of

, 51–52

normative ethics

, 5, 6

political

, 5, 19–20, 33, 43, 45–65

Every Child Matters (ECM)

, 35–36, 75, 78, 80, 116

Exclusivity

, 60

Expressive Collaborative Model

, 47, 48, 65, 142, 144–145

metaethic of

, 52–55

Families policy-making, ideological abstraction through

, 75–80

Feedback loops

, 40, 86, 123, 135

Feminine Approach to Ethics and Moral Education

, 50

Feminine traits

, 53, 95

Fidelity

, 22, 31, 34, 111–136

in everyday practices, achieving

, 114–115

First wave of feminist debates, of ethic of care

, 48–52

Framework for Assessment

, 80

Framework for School Inspection, The

, 115

Freud, Sigmund

, 96

Froebelian approach

, 37–38, 75

Gender, role in caring arrangements

, 129

Gilligan, Carol

, 20, 47–51, 53, 55–57, 63–65, 93

criticisms of ethic of care

, 49–50

Gleeson, D.

, 36, 37

Gove, Michael

, 39, 86–87

Governance Handbook for Academies, Multi-Academy Trusts and Maintained Schools

, 36

Governmentality

, 4

Greening, Justine

, 36

Gunter, H.

, 36, 37

Haraway, D. J.

, 14

Harding, S.

, 14–15

Harstock, N.

, 14

Heather

, 9–10

Held, Virginia

, 149

Her Majesty’s Chief Inspector (HMCI)

, 12

Higher level teaching assistants (HLTAs)

, 8, 10

Historical materialism

, 13, 71

Ideological abstraction

, 20–21, 22, 37–40, 67–71

through children and families policy-making

, 75–80

Ideological advantage, forces of

, 63–64

Ideological circle

, 39

Ideological power

, 35

Ideological struggle

, 4

In a Different Voice

, 48–49, 50, 54, 65

Inclusivity

, 60

Inequality

, 61, 134

In loco parentis

, 41, 73

Inner London Education Authority (ILEA)

, 38

Inspection, in English primary schools

, 36–37

Inspection, teachers’ everyday work during

, 1–24

job dissatisfaction

, 11–13

methodological considerations

, 13–16

Inspectors, duties and responsibilities of

, 12

Institutional circuit

, 39, 42, 86

Institutional ethnographer

, 4

Institutional ethnography (IE)

, 4, 13, 15, 17, 142, 144, 145

Instrumentalism

, 52

economic

, 34

Instrumental requirements of education

, 4

Integrity

, 59, 146, 151

Intellectual capital

, 39

Intentional silences

, 133

Interpersonal skills

, 41

Interpretive responsibility

, 144

Intertextual hierarchy

, 32

“I” poems

, 15–17, 129–132

Jennie

, 11, 23, 137–153

Job dissatisfaction

, 11–13

Job dissatisfiers

, 11

Julie

, 9, 95, 100, 103, 127

Justice

, 49, 149

Justice-orientated ethical theory

, 47, 53, 93

Kantian morality

, 122

Kathryn

, 1–3, 9, 11, 18, 19, 96

Kohlberg, Lawrence

, 20, 48–51

Listening Guide, The

, 15, 17, 72, 151

Local authority

, 77, 78, 103–105

Local Education Authority (LEA)

, 107

Longino, H. E.

, 14

Love

, 95

Luff, P.

, 92, 93

Lyn

, 9, 22, 97, 98, 101, 105, 108, 111–136

Maggie

, 10, 101, 103

Major, John

, 35

Marie

, 10, 20–21, 67–72, 88, 102, 119–120, 125

Marketisation

, 52

Marx, Karl

, 13, 14

Maslow’s hierarchy of needs

, 98, 99

Maternal care ethics

, 92

Maternal Thinking: Toward a Politics of Peace

, 56

Mauthner, N. S.0

, 15

May, Theresa

, 35

Mazzei, L. A.

, 133

Mead, George H.

, 92, 96

Metaethics

, 5, 6

Mission Statement

, 72, 79

Moral Boundaries: A Political Argument for an Ethic of Care

, 47, 62

Moral boundaries

personal

, 21–22, 89–110

professional

, 21–22, 89–110

Moral development

, 144–145

Moral education

, 20

Moral ethic of care

, 55–58

Morality

, 47, 54, 124

Kantian

, 122

rational

, 22

Moral point of view boundary

, 122–123

Moral responsibility

, 52, 53

Moral self

, 38

National Council for School Leadership

, 39, 86

National Curriculum: Handbook for Teachers in England

, 40, 81–84, 116

National Union of Teachers (NUT)

, 73, 74

Nature of humans

, 122–125

Needs

, 39

assumed

, 20, 40

expressed

, 20, 40

Maslow’s hierarchy of

, 98, 99

Nellie

, 10

Neoliberalism

, 35, 39, 40, 47, 52

Networks of social relations

, 17

New Labour

, 35

Newly Qualified Teacher (NQT)

, 9, 10, 104, 130

Nias, Jenny

, 4, 11, 46, 92–100, 102, 103, 105, 106, 108, 109, 127, 141, 142

Noddings, N.

, 20, 47, 48, 50–52, 55, 60, 92–99, 102–104, 106–109

feminine approach to ethics and moral education, criticisms of

, 51–52

Norma

, 8, 18–19, 25–43, 55–56, 75, 97–98, 101, 124

Normative ethics

, 5, 6

Notice to improve

, 146, 148–152

Notification of Visits and Contact Form (NOVAC)

, 105, 120

Nurturance

, 53

Objective self

, 19

Office for Standards in Education, Children’s Services and Skills (Ofsted)

, 4, 7, 12, 18, 21, 32, 37, 43, 54, 71, 88, 104

caregiving and care receiving, shaping of

, 125–132

organising power of

, 115–122

report

, 6, 34

O’Neill, Onara

, 149, 152, 153

On the Moral Purposes of School Reform

, 39, 86

Oppression

, 72, 123

Orientating theory

, 47

Othering

, 52, 109

Panoptican teaching, teachers’ experience in

, 1–3, 18

Parental responsibility

, 75–76

Parochialism

, 50, 123

Particularity

, 57, 58, 61–62, 143, 145, 150

Paternalism

, 88, 123

Performativity, in English primary schools

, 36–37

Personal, Social, Health and Economic Education

, 40

Personal, Social and Health Education (PHSE)

, 85

Personal moral boundaries

, 21–22, 89–110

Personal pronouns

, 16

Piaget, Jean

, 49, 75

Plowden, Bridget

, 37–39, 75

Plowden Report

, 4, 37, 38, 75

Plurality

, 57, 61–62, 143, 145

Policy actors, teachers as

, 7

Political abstraction

, 20, 37–40, 146

Political ethic of care

, 5, 19–20, 33, 43, 45–65

Expressive Collaborative Model, metaethic of

, 52–55

first wave of feminist debates

, 48–52

metaethic of Expressive Collaborative Model

, 52–55

second wave of feminist debates

, 55–58

‘Politics first’ approach

, 20–21, 34, 43, 67–88, 135–136

Post Graduate Certificate in Education (PGCE)

, 8, 9, 31

Power

, 4–7, 13–17, 19–23, 34, 35, 39, 42, 46–48, 53, 85–88, 94, 97, 99, 102, 105, 107, 109, 115–122, 148

Practice of care

, 59, 146, 151

Practice of responsibility

, 143, 144

Practitioner’s Guide, The

, 80

Primary Framework

, 83–84

Primary Teachers Talking

, 4, 48

Private life

, 126–129

Privileged irresponsibility

, 17, 22, 35, 58, 61, 64–65, 126, 133, 145, 146, 150

Professional communication

, 122

Professionalism

, 37

Professional moral boundaries

, 21–22, 89–110

Public life

, 126–129

Pupils’ progress assessment

, 20–21, 22

Purposiveness

, 57

Qualifications and Curriculum Authority (QCA)

, 81–83, 116

Quality of leadership

, 6

Quality of management

, 6

Rational morality

, 22

Reinforcement

, 135

Relations of ruling

, 5, 34, 114

Relegation

, 135

Resources

, 58–59, 145–146, 150–151

Responsibility

, 21, 22, 32, 40, 48, 54–55, 58, 61, 120, 145, 150

interpretive

, 144

moral

, 52, 53

parental

, 75–76

practice of

, 143, 144

Responsiveness, of care receiver

, 59, 146, 151

Rights

, 49

Risk assessment

, 12

Rousseau, Jean-Jacques

, 92

Ruddick, Sara

, 47, 48, 55–57, 92, 93

Rules

, 49

Safeguarding narratives

, 79, 85

Sam

, 9

School Curriculum is at the Heart of Education, The

, 39

School ethos

, 72–80

School improvement partners (SIPs)

, 6, 84, 104–106, 119, 123

School Inspection Handbook

, 12, 116

School Teachers’ Pay and Conditions Document

, 74

Scope of teachers’ work, developing

, 71–72

Second wave of feminist debates, of ethic of care

, 55–58

Self-awareness

, 41

Senior Leadership Team (SLT)

, 71, 84, 88, 102–104, 122, 125, 127

Sensuous activity

, 129–132

Sevenhuijsen, S.

, 93, 122

Significant harm

, 78

Silencing care

, 111–136

Simone

, 11, 104, 118–119, 124, 131

Smith, D. E.

, 135, 142, 144

Social and Emotional Aspects of Learning (SEAL) guidance

, 41

Social and Emotional Behavioural Skills

, 117

Social Exclusion Unit

, 39

Social justice

, 52

Social relations, networks of

, 17

Social skills

, 41

Speilman, Amanda

, 141

Spyrou, S.

, 133

Standard of care

, 59, 73, 126, 146, 151

Standpoint of teachers

, 14–17

Statutory duty of care

, 74

Stress

, 6, 13

Subjective self

, 19

Symbolic interactionism

, 92, 94, 96

System of care

, 105–107

Tajfel, H.

, 127

Taking care of

, 34, 39–40, 58, 84, 145, 146, 149, 150

Teacher’s duty of care

, 73–75

common-law

, 73–74

contractual

, 73

statutory

, 74

Teacher dissatisfaction

, 94

Teachers’ Standards

, 41, 74

Teacher satisfaction

, 94, 95

Teaching assistants (TAs)

, 8, 10, 127

Texts in action

, 86

Textually mediated relationships

, 17

Thatcher, Margaret

, 35, 75

Theory of social identity

, 127

Trace

, 122

Tronto, Joan

, 5, 15, 17, 20, 21, 23, 33–35, 39–42, 47, 48, 50–52, 55, 57–65, 87, 122–123, 125, 126, 128, 129, 133–136, 141–147, 149–153

Trust

, 23, 137–153

2017 Assessment and Reporting Arrangements

, 40

Understanding of teachers’ everyday experience

critical

, 142–144

developing

, 140–142

reflexive

, 142–144

Universality

, 58, 145, 150

Utilitarianism

, 53

Values for education

, 84–85

Veiled silences

, 133

Virtue

, 63

Voice of teachers

, 16–17

Walker, M. U.

, 23, 47, 48, 53, 62, 65, 87, 142

Welfare

, 52

White Paper 2010

, 115

William Tyndale Junior School, Islington

, 38

Wilshaw, Sir Michael

, 140–141

Working Together to Safeguard Children

, 36, 79, 80