ABSTRACT
The advent of social media has allowed teachers to speak in, with and to publics in new ways. The chapter considers what kind of ‘teacher voice’ is on offer through social media. Does social media enhance the ways in which teachers might ‘have a say’ in decisions that concern them - about curriculum, assessment, pedagogy, working conditions and so on? Or does it promote a highly individualised and antagonistic conversation in which position-taking and celebrity-making are paramount? After considering the mediatisation of teacher voice, and three key ways in which teachers use social media to ‘speak’, the authors argue that better theorisations of educational social mediatisation are urgently needed. An example of the benefits of bringing social theory to the social media phenomenon is provided through the Deleuzean lens of the assemblage.
