The study highlights the importance of systematic media analyses to identify circulating principle beliefs on education, and of not limiting research to national newspapers in order to grasp geographical variation in media coverage. While the dominance of the frames varies over time and across Norwegian counties, the frame of вЂperformanceвЂ™ is increasingly pervasive, something that potentially contributes to naturalize performative-oriented reporting and competition in education. The four frames convey highly distinct causal and normative beliefs and realities about national standardized testing. The analysis identifies four different discursive frames within Norwegian press coverage, namely the frame of вЂperformanceвЂ™, вЂtransparency and empowermentвЂ™, вЂmisinterpretation and misuseвЂ™, and вЂcriticismвЂ™. Our analysis is guided by framing theory, and builds on a corpus of 3,046 articles that focus on national testing, published by 155 Norwegian regional and local newspapers between 20. The purpose of this paper is to identify the most recurrent discursive frames used by the Norwegian regional and local press when informing their readers about national standardized testing, and to explore whether differences over time and across geographical localities exist in the pervasiveness of frames. In the education sector, media outlets have been increasingly active in reporting on standardized testing. On reflection, therefore, the constructed societal discourse around вЂproblem teachersвЂ™ needs to be reviewed and adjusted. The findings of this study indicate that these participant teachers have been sophisticated practitioners in their planning and practice during the pandemic, despite the institutional barriers and extreme disruptions experienced. A Foucaultian lens of governmentality and power and FaircloughвЂ™s approach to Critical Discourse Analysis (CDA) were used as lens and method of analysis.

Snowball sampling was used to garner seven early years and primary school teachers for interviews, focussing on teacher perceptions of multimodal texts. This article highlights instances of teacher practice by literacy teachers during the global pandemic of COVID-19 which oppose the вЂproblem teacherвЂ™ discourse. In addition, negative media discourse around deficit initial teacher education, especially with regard to the teaching of reading and writing, is adding to the overall assumption that teachers of literacy are failing. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. These data assemblages are an example of a suite of technologies that profile student performance, mould teaching practices, and shape subjectivities of leaders, teachers, and students. Data walls are a collective mechanism that produces biopower through its alignment with panoptic disciplinary power in schools. Post-panoptic surveillance in Australian schools is illustrated in this article around the use of data wall displays.

Post-panopticism in the discipline provides a means to identify areas of lack in teacher and student populations. As a concept, it is a confluence of the disciplinary power of panoptic control and the ubiquitous security mechanism of biopower in action. Post-panopticism is aligned with the Foucauldian conception of power and illustrates its apparatuses and mechanisms, for instance the visibility of bodies under the gaze, the facility to mobilise power relations for political purposes, and the capacity to engage self-technologies where there is self-surveillance and surveillance of others.

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