Contemporary education policy discourse in the United States views teaching as the primary instrument to effect student achievement, and teachers are responding by leaving the profession and discouraging students from becoming teachers. While teaching is more commonly associated with hope, I argue that the growing dissatisfaction of teachers with their profession can be understood through despair as an ethical act. Rather than disavow the role of despair in teaching and education more broadly, the critical and provocative roles of despair are (...) emphasised here as an ethical response to a normative order of effective teaching. These roles are expressed through the question of why bother. Understanding why bother teaching as an ethical question that arises from despair serves to critique the present and provoke movement without yet projecting a future. Thus, this paper traces the ways the ethical negates a normative order to arrive at a teaching that does not follow from instrumental logic in service of a future goal, aim, or objective. This leads to a consideration of the risks involved in despairing the ethical, which I describe as a practice for which risk cannot be managed or minimised while remaining ethical. (shrink)

In this article, F. Tony Carusi considers the politics of instrumentalism performed between educational policy and research that figures the teacher as the primary means to raise student achievement. By reducing teachers to a means toward an end, policy and research work together to collapse what teachers are into what teachers are for, and in doing so, they enable discourses that privilege the instrumental specifically as ontological. In contrast to this collapse, Carusi highlights here the resistance of the ontological to (...) the instrumental by considering what teachers are apart from what they are for. Thinking the ontological apart from the instrumental leads to a dark pedagogy in which the refusals and negations performed by teachers occur where the politics of instrumentalism that renders them as an “in-school factor” do not see. (shrink)