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Elizabeth Beastall

Part-Time Lecturer

Part-time Lecturer in Childhood Studies.

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About

Part-time Lecturer in Childhood Studies.

Part-time Lecturer in Childhood Studies. Liz has worked in Higher Education supporting students for many years. Primarily a Social Scientist, Liz is currently studying for her Doctorate in Education in addition to teaching with Leeds Beckett and the Open University. She has supported undergraduate students and PGCE students at all levels. Her interests include the sociological and philosophical aspects of childhood, social inequalities, education and consumerism.

Research interests

Liz is currently working on her doctoral research, looking at teacher stress. The research is a narrative inquiry, using Wittgenstein's theory of language games to reflect on how language can affect individual agency and experience. Data are being collected from educational professionals and will be analysed to look for ways to explore meaning and interpretation.

Publications (1)

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Thesis or dissertation
A narrative inquiry into teacher stress using a Wittgensteinian lens
Featured October 2020
AuthorsAuthors: Beastall E, Editors: Stephen Newman , Caroline Bligh

Recent data reported via popular news media and teacher union surveys suggests that a significant number of teachers are overworked, stressed and unable to cope with the demands of the job, leading to what is now commonly referred to as a ‘teacher crisis’ of retention and recruitment. Academic studies regarding teacher stress are largely dominated by research into teacher agency, resilience and the impact of power, surveillance and accountability on policy and practice in neoliberal education environments. While these are clearly important, there is little academic research specifically focussing on the teacher’s voice, in relation to teacher stress. This study provides a detailed qualitative understanding of this ‘teacher crisis’ by using a narrative inquiry methodology to collect accounts, over several interviews, from nine teachers who share a common discourse. Their stories were analysed using a lens based on Wittgenstein’s language-games concept to go beyond what was simply being said and explore the layers of meaning. Language-games facilitate meanings, through the conversations and communications that form an individual’s network of discourses. Using this lens makes it easier to identify how the constant shifts in the various discourses of teachers’ lives are negatively affecting teacher agency and identity which can lead to experiences of stress, to differing degrees.  This study draws attention to the subordination of the social aspects of being a teacher and notes the impact of policy that reduces time for collaboration and peer support. In particular, it argues that policy makers and senior leaders take care to address the wellbeing of teachers by taking a closer look at the distinctive aspects of policy and practice, particularly in terms of surveillance and accountability, which can result in teachers lacking agency, feeling isolated, overworked and overly scrutinised.

Current teaching

Current teaching includes The Academic Self, The Politics of Policy and The Philosophy of Childhood. Liz also teaches on Social Science and Childhood modules with the Open University.

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Elizabeth Beastall
21674