Froehlich Chp. 2
Hannah De Los Reyes One of the main focuses in chapter 2 of Froehlich’s book is the idea there is an issue in our occupational identities when we come to face the facts that teaching is often more of a semiprofessional field within an establishment. There seems to be an issue of autonomy versus the social norms and social roles that we are expected to fulfill within our teaching. I know that this has issue been a growing concern of mine as I learn about the practical side of teaching. As Froehlich puts it, there is a sense of “ambiguity between wanting to be in control at the same time that they accepted and endorsed “the hegemony of the school system on which [they were] economically and functionally dependant” (Froehlich pg. 32). While it is true that music teachers do have a certain amount of autonomy in their curriculum, they are still faced with fitting into the school at large. Many new teachers may not realize the “social and bureaucratic complexity of the school as workplace.” Perhaps one reason the attrition rate for teachers is so high might be attributed to this fact. Froehlich noted that the “attrition rate was higher among teachers of higher intelligence” (Froehlich pg. 28). I cannot help but wonder if perhaps this is telling of the extent of the conflict. Perhaps it is those of higher intelligence who recognize this “social and bureaucratic complexity” and choose not to endorse it.
