Matthew Clarke

Matthew Clarke
York St John University · School of Education

PhD Melbourne; BA Hons Oxford

About

69
Publications
28,481
Reads
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1,469
Citations
Citations since 2016
34 Research Items
1087 Citations
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2016201720182019202020212022050100150
Introduction
Matthew Clarke currently works in the School of Education at York St John University. Matthew's research draws on psychoanalytic, political and social theories to analyse issues in education policy and teacher education.
Additional affiliations
January 2015 - December 2018
York St John University
Position
  • Professor
July 2009 - December 2014
UNSW Sydney
Position
  • Professor (Associate)
September 2006 - May 2009
The University of Hong Kong
Position
  • Professor (Assistant)
Education
August 1999 - August 2005
University of Melbourne
Field of study
  • Education
January 1998 - November 1998
University of Melbourne
Field of study
  • Education
January 1997 - November 1997
University of Melbourne
Field of study
  • TESOL

Publications

Publications (69)
Chapter
This chapter results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their programme. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized...
Article
Full-text available
This article identifies and explores a conceptual paradox between recent educational policy in England and a social-democratic understanding of critical literacy. Recent political events including Brexit, the 2020 U.S. Presidential Election, and the Coronavirus pandemic have reiterated the importance of a pedagogic model that equips students to cri...
Article
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This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties , with the largest support for far-right forms of populism; it is also...
Article
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Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers...
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Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent...
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Recent educational reforms in England have sought to reshape public education in England by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the deb...
Chapter
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Schools are where the future is written. For some, what is to be written is shaped under the glow of their preferred nostalgic past. For others, it is an imagined ‘good society’ yet to be created. The present realities tell of other stories. There are those whose wealth enable their futures to be clearly and comfortably mapped and those who struggl...
Book
Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in politically significant contradictions. Highlighting the inescapable paradoxes that educators must grapple with in their...
Article
Neoliberal education promotes and naturalizes ideals of productivity, competition, and performance whereby the subject of education can only be thought of in terms of resilience, flexibility and adaptability, all of which require compliance rather than resistance, leaving no room for meaningful politics. Moreover, education, as in schooling, has be...
Book
Full-text available
Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacans four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the...
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This paper examines the tensions between education policy's attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoan...
Chapter
For many, the term ‘teacher identity’ carries purely positive associations, as something that provides a reassuring source of professional solidarity and support. Yet identity is something of a paradoxical and problematic notion. In thinking through the problematic of identity, and its relation to teachers’ lives and work, I draw on psychoanalytic...
Article
This paper draws on a case study conducted in a Chinese university in the context of national College English reform. The aim is to investigate the policy enactment of the latest College English reform in China and the interaction between national policies, institutional policy, and teacher agency in responding to this educational reform from an ac...
Article
Just over on hundred years ago, with the publication of Democracy and Education, Dewey made a case for the mutually dependent relationship linking a legitimate education system and a thriving democracy. A century on, many would argue that democracy and education have been decoupled and that both have been diminished and devalued as a result (Labare...
Article
In this paper we examine the discursive structures adopted by the Iranian state in the context of public execution. Specifically, we argue that the state's insistence upon executing an offender in public is nourished by an intangible yet efficacious violence that has politically and psychically determinative consequences. As such, what is foregroun...
Article
In contrast to a world that often feels filled with madness and disillusion, education is associated with reason and redemption. Yet from a psychoanalytic perspective, such positivity in relation to education suggests a fantasmatic dimension-a refusal of the inevitable dislocations that prevent life from being harmonious and complete. In this paper...
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2016 marks the centenary of Democracy and Education, in which Dewey argued for the mutually dependent relationship linking a legitimate education system and a thriving democracy. A century later, it seems, democracy and education have been decoupled, with both undermined by developments such as growing inequality, declining participation and trust...
Chapter
Concerns abound in media and political commentary regarding the purported political apathy of young people. This chapter shares the narratives of active engagement with politics on the part of a number of young people, as part of their efforts to resist the threats to youth services posed by the discourses and practices of neoliberal austerity. The...
Article
Politicians and policy-makers in education routinely proclaim the centrality of schools and teachers in sustaining and consolidating democracy and democratic society. This article offers an account of teachers engaged in research in their schools and classrooms, with peers and students, so as to highlight the democratic potential of this engagement...
Book
Teacher Education and the Political is a striking book which addresses the nature and purpose of teacher education in a global context characterised by economic and political anxieties around declining productivity and social inclusion. These anxieties are manifested in recent policy developments such as the promotion of professional standards, the...
Article
This paper results from research examining pre-service teacher development in relation to experiences of mentoring during the Professional Experience component of their program. The paper focuses on the interplay between pre-service teachers’ personal aspirations for their own practice and identity and their perceptions of more socialized and forma...
Article
From a commensense point of view, an ideology consists of a convergent set of ideas which promote and pursue a single strategic cause. However, the argument of this paper is that ideology can be nourished by a seemingly divergent, even antagonistic, set of ideas. To support this argument, this paper refers to the post-revolutionary (1979) Iranian s...
Article
This paper stems from research in Australia examining pre-service teacher and mentor teacher experiences on the practicum. The paper focuses on findings from the research, highlighting the tendency among the pre-service teachers to either valorise or demonise their mentor teachers, reflective of what we describe, following Kristeva and Britzman, as...
Article
This study provides a critical exploration of the way teachers’ attachment to notions of professionalism may facilitate a process whereby teachers find themselves obliged to enact centralised and local education policies that they do not believe in but are required to implement. The study argues that professionalism involves an entanglement of (pas...
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Full-text available
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumenta...
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This paper explores the possibilities for critical policy analysis afforded by Lacanian discourse theory, with its emphasis on the unconscious and the agency of the letter, and considers its significance for critical policy analysis in education, in ways that complement and supplement the insights of post-structuralist discourse theory. To explore...
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As a response to the 2013 special issue of Discourse on marketisation and equity in education, this paper suggests it is important to understand how school sectors (independent, Catholic and government) continue to play a significant role in how we constitute education, markets and equity in Australia. The first part of this paper provides a geneal...
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Ability grouping in schools and classrooms constitutes something of a policy hiatus in the Australian context, in contrast to the conspicuous visibility of equity and quality as explicit policy goals. This article examines what I am calling the dialectics - i.e. moments of negation that allow for creation - and dilemmas inhering in the complex and...
Article
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This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan's three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers' work and identities in standardized (and sani-tized) forms, such as the Australi...
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This paper focuses on Stephen Ball's article, The teacher's soul and the terrors of performativity , since it is here that he analyses the issue of how neoliberal education policies shape teacher identities that I also wish to explore. I begin by providing a summary of the 2003 piece, noting how it locates teachers and their work in the midst of po...
Article
Motivation is a concept more frequently found in venues concerned with educational psychology than in ones concerned with educational philosophy. Under the influence of psychology, and its typically dualistic way of making sense of the world, motivation in education has tended to be viewed in dichotomous terms, for example, as intrinsic or extrinsi...
Article
Quality and equity are touchstones of education policy in the twenty-first century in a range of global contexts. On the surface, this seems fitting: after all, who could object to more quality and greater equity in education? Yet what do we mean by quality and equity, and how are they related? This paper draws on Lacanian psychoanalytic theory to...
Article
This article reports on how teacher educators from a university, acting as facilitators, supported teachers in conducting a school-based action research project as a practice of professional development in the context of reform in language assessment in Hong Kong. In particular, the article problematises how the facilitators and teachers negotiated...
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Full-text available
Despite its ideological saturation, recent neo-liberal education policy has been deeply depoliticising in the sense of reducing properly political concerns to matters of technical efficiency. This depoliticisation is reflected in the hegemony of a managerial discourse and the decontestation of terms like ‘quality’ and ‘effectiveness’, as well as in...
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This paper provides a critical analysis of the Australian government’s education revolution policy as promulgated in the media release document, Quality Education: The Case for an Education Revolution in our Schools. It seeks to problematize the government’s claim to marry quality and equity, via an analysis of the discursive strategies of the Aust...
Chapter
Full-text available
Neoliberal concerns with effectiveness and accountability, in education in general, and teacher education in particular, have led governments to articulate a set of measurable standards, or competencies, that can be used to measure student learning and simultaneously to evaluate teacher effectiveness. Such trends are symptomatic of a technical, rat...
Chapter
Mark Mason is professor at the Hong Kong Institute of Education, working in the field of comparative and international education and development, from a disciplinary background in philosophy, social theory, and education studies. He is regional editor (Asia and the Pacific) of the International Journal of Educational Development (Elsevier), editor...
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A vast array of cultural traditions and languages can be found among China's 55 legally recognized minority nationalities. Mother tongue education has been the norm for several of the large minority groups (namely, Koreans, Kazaks, Mongolians, Tibetans, and Uyghurs) for most of the time since 1949. This article, which is based on empirical data, re...
Article
The research presented in this paper was collected over a one-year period and is drawn from a wider two-year study of student teachers at the Higher Colleges of Technology in the United Arab Emirates, in a new Bachelor of Education degree, which prepares young Emirati women for English language teaching positions in local government schools. The st...
Article
Identity is a contemporary buzzword in education, referencing the individual and the social, the personal and the political, self and other. Following Maggie MacLure, we can think of identity in terms of teachers ‘arguing for themselves’, or giving an account of themselves. Yet in the wake of poststructuralism's radical de-centering of the subject...
Book
Set in the rapidly changing world of the contemporary United Arab Emirates and bringing together detailed linguistic analysis with cutting edge social theory, this book explores the development of the first cohort of students to complete a new Bachelor of Education in English language teaching, theorizing the students’ learning to teach in terms of...
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Full-text available
The UAE, which celebrated independence in 1971, is a rapidly changing environment where aspects of traditional Bedouin culture co‐exist with the immense changes being wrought by the forces of globalization and the wealth brought about by the development of the oil industry. Emirati nationals are a minority within the UAE, comprising approximately 2...
Article
This article examines the uptake of reflective practice, as one of a number of educational discourses, by student teachers in a new Bachelor of Education degree in the United Arab Emirates (UAE). In a recent article, Pat Richardson [2004. International Journal of Educational Development 24(4), 429–436], argued that reflective practice is incongruen...

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Projects (5)
Project
The aim of the research project is to build research engaged, self-improving schools. We are particularly interested in listening to the voices of staff and pupils: to discover how and to what ends they engage in, and with, research. We want to understand more about how their engagement with research is influencing their ethos, their principles and their practice. We also what to explore the everyday realities and outcomes for the school and its members, when teams of teachers, and teachers and students, collaborate to investigate shared concerns about teaching and learning and education more broadly. Specifically, the research objectives are to develop an understanding of and evidence for: 1. teacher and other staff engagement with and use of educational research; 2. pupil engagement with and use of educational research; 3. how research cultures develop and grow in schools (i.e. how ‘curious schools’ develop); 4. the influence of research on schooling (including pedagogic practice and pupil learning and also school philosophy and ethos); 5. sharing evidence of influence with those within and beyond the school community; 6. the implications of research-engaged schooling for initial and in-service teacher education and other staff development; 7. how HEIs can help build research-engaged schools.
Project
To develop new theoretical and practical insights into teaching and teacher education at the levels of policy and practice through engagement with psychoanalytic and political theories.