| Abstract [eng] |
In the 21st century, there is a growing job dissatisfaction among teachers, leading to more leaving schools and fewer aspiring to become teachers. These facts inspired the research for this dissertation. Drawing on Bourdieu's theories of social practice and postcolonialism (H.K. Bhabha's concept of the Third Space), an analytical framework has been constructed to examine the historical and contemporary contexts impacting teachers and their practices. The current contexts are referred to as the New Education Contexts, arguing that their formation is significantly influenced by neoliberalism and neoconservatism, rooted in policies, and the agenda of the Fourth Industrial Revolution. The theoretical analysis of the contexts, teachers' habitus and their practices are extended through empirical research. It involved 47 teachers from all over Lithuania. A photovoice approach was used to help teachers construct authentic narratives about themselves and their practices. The rich material collected offers a comprehensive understanding of the field of school education and teachers' diverse experiences. The research reveals that education as a public service is being deconstructed, teachers are being deprofessionalised; the field is losing its autonomy and becoming an apparatus. In this context, teachers of different habitus construct new strategies. Teachers who succeed in creating a Third Space with other agents in the school's field retain an interest in staying in the field. |
