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Gobelin or Guild?: A Foucauldian Analysis of Teachers' Professional Learning under the Illinois ESSA

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Title: Gobelin or Guild?: A Foucauldian Analysis of Teachers' Professional Learning under the Illinois ESSA
Language: English
Authors: Carrie E. Hruby
Source: ProQuest LLC. 2021Ed.D. Dissertation, Illinois State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 134
Publication Date: 2021
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Elementary Secondary Education
Descriptors: Teacher Education, Professional Continuing Education, Educational Legislation, Elementary Secondary Education, Federal Legislation, State Departments of Education, Observation
Geographic Terms: Illinois
Laws, Policies and Program Identifiers: Every Student Succeeds Act 2015
ISSN: 4604-7379
ISBN: 979-84-604-7379-3
Abstract: In this study I use Foucauldian theory to illuminate and analyze the use of surveillance, observation, hierarchical observation, normalizing judgment, and examination by federal and state governments' education departments in Illinois' ESSA policy. I conduct a discourse analysis of the Illinois ESSA Plan, specifically use of the IL-EMPOWER Network for mandating failing schools' teachers' professional learning, using the Foucauldian concepts of surveillance, observation, normalizing judgment, and examination to reveal the control of the state. Understanding educators need professional development to serve all students well, I begin by offering an historical review of professional development and its evolution over time. I then lay a foundation for my analysis by defining and explaining Foucault's theories of surveillance, observation, normalizing judgment, and the examination, using this frame as the lens through which to analyze the IL ESSA. I submit findings of my analysis and offer conclusions and implications to public schools and public educators. Given this policy's meaning and value to educators, I finally pose questions about how school leaders and state-level policymakers might resolve or address those points I raise in my analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28320642
Accession Number: ED669670
Database: ERIC
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  Data: In this study I use Foucauldian theory to illuminate and analyze the use of surveillance, observation, hierarchical observation, normalizing judgment, and examination by federal and state governments' education departments in Illinois' ESSA policy. I conduct a discourse analysis of the Illinois ESSA Plan, specifically use of the IL-EMPOWER Network for mandating failing schools' teachers' professional learning, using the Foucauldian concepts of surveillance, observation, normalizing judgment, and examination to reveal the control of the state. Understanding educators need professional development to serve all students well, I begin by offering an historical review of professional development and its evolution over time. I then lay a foundation for my analysis by defining and explaining Foucault's theories of surveillance, observation, normalizing judgment, and the examination, using this frame as the lens through which to analyze the IL ESSA. I submit findings of my analysis and offer conclusions and implications to public schools and public educators. Given this policy's meaning and value to educators, I finally pose questions about how school leaders and state-level policymakers might resolve or address those points I raise in my analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      Pagination:
        PageCount: 134
    Subjects:
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Professional Continuing Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: State Departments of Education
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      – SubjectFull: Observation
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      – SubjectFull: Illinois
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
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      – TitleFull: Gobelin or Guild?: A Foucauldian Analysis of Teachers' Professional Learning under the Illinois ESSA
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