Care, hope and resistance: Reshaping teacher professional learning for inclusive education

Nicola Cull, Aidan Cai, Donna Heemi, Divna Dokmanovic

Abstract


This paper explores the transformative possibilities of drawing on a ‘pedagogical methodology’ (Burke, Crozier & Misiaszek, 2017) in working for inclusive education through professional learning in schools. Our paper discusses how corporate management models, neoliberal education standardisation and test-based accountability impact on teacher status, professional identity and feelings of trust and autonomy. Writing from our perspective, that is, of four Australian school teachers who are all committed to educational equity, we deconstruct how the ‘professional teacher’ is being framed as the ‘rational man’ (Coole, 1993; Walkerdine & Lucey, 1989). We discuss the latter concept and examine how it leads to particular forms of technical and instrumentalised professional learning. Then, drawing on critical, feminist and post-structuralist perspectives and theory, we explore how a critical and reflexive approach to professional learning enabled us to glimpse the possibility of a professional learning process which is both generative and potentially transformative for teachers as they create a space of resistance against hegemonic neoliberal assumptions. Our methodological approach involved Freirean notions of dialogue and praxis to interrogate our own practices and assumptions concerned with notions of ‘capability’ and ‘misrecognition’. From our reflections and insights, we hope to contribute concepts that might be helpful for improving teacher professional learning and reinforce recognition of teacher expertise because of the unique effect teachers have on students and their engagement with education. This is especially important to students in disadvantaged areas, and, in broader terms, for widening participation of equity groups in education.

Keywords


teacher professional learning; care work; pedagogical methodology; widening participation; inclusive education

Full Text:

PDF

References


ABS. (2011). Schools, Australia 2011 (cat. no. 4221.0). Australian Bureau of Statistics. Retrieved from https://www.abs.gov.au/AUSSTATS/abs@.nsf/Previousproducts/

0Main%20Features22011?opendocument&tabname=Summary&prodno=4221.0&issue=2011&num=&view=

Ball, S.J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2): 215-228. doi:10.1080/0268093022000043065

Ball, S.J. (2014). Educational delusions: Why choice can deepen inequality and how to make schools fair. Ethnic and Racial Studies, 37(5): 853-855.

Ball, S.J. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30(3): 299-301.

Beckett, L. (2014). Raising Teachers’ Voice on Achievement in Urban Schools in England: An Introduction. The Urban Review, 46(5): 783-799. doi:10.1007/s11256-014-0301-x

Bennett, A., & Burke, P.J. (2017). Re/conceptualising time and temporality: An exploration of time in higher education. Discourse: Studies in the Cultural Politics of Education, 1-13. doi:10.1080/01596306.2017.1312285

Bondy, E., & Hambacher, E. (2016). Let Care Shine Through. Educational Leadership, 74(1), 50.

Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2017). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education, 44(1): 120-139.

Burke, P.J. (2013). The right to higher education: Neoliberalism, gender and professional mis/recognitions. International Studies in Sociology of Education, 23(2): 107-126. doi:10.1080/09620214.2013.790660

Burke, P.J., & Crozier, G. (2013). Teaching Inclusively: Changing Pedagogical Spaces. London: University of Roehampton.

Burke, P.J., & Crozier, G. (2014). Higher education pedagogies: Gendered formations, mis/recognition and emotion. Journal of Research in Gender Studies, 4(2): 52-67. Retrieved from https://search.proquest.com/docview/1652367952?accountid=8194

Burke, P.J., Crozier, G., & Misiaszek, L. (2017). Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London and New York: Routledge.

Burke, P.J., & Jackson, S. (2007). Reconceptualising Lifelong Learning: Feminist. Interventions. London and New York: Routledge.

Burke, P.J., & Whitty, G. (2018). Equity Issues in Teaching and Teacher Education. Peabody Journal of Education, 93(3): 272-284.

Butler, J. (1990) Gender Trouble: Feminism and the subversion of identity. New York: Routledge.

Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55: 68-77. doi:https://doi.org/10.1016/j.tate.2016.01.001

Clegg, S., Stevenson, J., & Burke, P.J. (2016). Translating close-up research into action: a critical reflection. Reflective Practice, 17(3): 233-244. doi:10.1080/14623943.2016.1145580

Cochran-Smith, M., Barnatt, J., Friedman, A., & Pine, G. (2009). Inquiry on Inquiry: Practitioner Research and Student Learning. Action in Teacher Education, 31(2): 17-32. doi:10.1080/01626620.2009.10463515

Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3): 213-229. doi:10.1080/17508480902998421

Connell, R. (2013). Why do market ‘reforms’ persistently increase inequality? Discourse: Studies in the Cultural Politics of Education, 34(2): 279-285. doi:10.1080/01596306.2013.770253

Constanti, P., & Gibbs, P. (2004). Higher education teachers and emotional labour. The International Journal of Educational Management, 18(4): 243-249. Retrieved from https://search.proquest.com/docview/229207998?accountid=8194

Coole, D. (1993) Women in Political Theory: From ancient misogyny to contemporary feminism. Hertfordshire, UK: Harvester Wheatsheaf.

Dillabough, J (1999). Gender Politics and Conceptions of the Modern Teacher: Women, Identity and Professionalism. British Journal of Sociology of Education, 20(3): 373-394.

Engster, D. (2005). Rethinking Care Theory: The Practice of Caring and the Obligation to Care. Hypatia, 20(3): 50-74.

Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth: Penguin Books.

Freire, P. (1985). The Politics of Education: Culture, Power, and Liberation. South Hadley, MA: Bergin and Garvey.

Freire, P. (2014). Pedagogy of Hope: Reliving Pedagogy of the Oppressed. London: Bloomsbury.

Foucault, M. ([1979] 2000). Power. New York: New Press.

Gore, M., & Gitlin, A. (2004). [RE]Visioning the academic–teacher divide: Power and knowledge in the educational community. Teachers and Teaching: Theory and Practice, 10(1): 35-58. doi:10.1080/13540600320000170918

Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3): 381–391.

Hardy, I. (2008). Competing priorities in professional development: an Australian study of teacher professional development policy and practice. Asia-Pacific Journal of Teacher Education, 36(4): 277-290.

Hardy, I. (2015). A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia. Journal of Education Policy, 30(3): 335-362.

Hardy, I. (2018). Governing teacher learning: Understanding teachers’ compliance with and critique of standardization. Journal of Education Policy, 33(1): 1-22. doi:10.1080/02680939.2017.1325517

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8): 835-854.

Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching, 6(2): 151-182. doi:10.1080/713698714

Korthagen, F. (2009) Professional Learning from Within. Studying Teacher Education, 5(2): 195-199. doi:10.1080/17425960903306955

Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4): 387-405. doi:10.1080/13540602.2016.1211523

Leitch, R., & Day, C. (2001). Reflective Processes in Action: mapping personal and professional contexts for learning and change. Journal of In-Service Education, 27(2): 237-260.

Lingard, B. (2009). Global/national pressures on education systems: The Andrew Bell Public Lectures. Discourse: Studies in the Cultural Politics of Education, 30(3): 235-238.

Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments. Journal of Education Policy, 28(5): 539-556.

Lumb, M., & Roberts, S., (2017). The inedito viavel (untested feasibility) of practitioner imaginations: Reflections on the challenges and possibilities of dialogic praxis for equity and widening participation. International Studies in Widening Participation, 4(1): 18-33.

Lynch, K., Lyons, M., & Cantillon, S. (2007). Breaking silence: Educating citizens for love, care and solidarity. International Studies in Sociology of Education, 17(1-2): 1-19. doi:10.1080/09620210701433589

Miller, J. (1995). Trick or Treat? The Autobiography of the Question. English Quarterly, 27(3): 22-26.

Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5): 517-528. doi:10.1080/13540602.2011.602059

Mockler, N. (2013). Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity. Australian Journal of Teacher Education, 38(10): 35-47.

Motta, S.C., & Bennett, A. (2018). Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education, 23(5): 631-646.

Nias, J. (1996). Thinking about Feeling: The emotions in teaching. Cambridge Journal of Education, 26(3): 293.

Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley, CA: University of California Press

Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6): 771-781. doi:10.1080/03054985.2012.745047

Noddings, N. (2013). Caring: A relational approach to ethics and moral education. Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au

O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1): 117-126. doi:https://doi.org/10.1016/j.tate.2006.11.008

OECD, (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from https://ebookcentral-proquest-com.ezproxy1.acu.edu.au/.

Opfer, V.D., & Pedder, D.P. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3): 376-407. doi:10.3102/0034654311413609

Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2): 149-161. doi:10.1080/02680930116819

Sachs, J. (2016). Teacher professionalism: why are we still talking about it? Teachers and Teaching, 22(4): 413-425. doi:10.1080/13540602.2015.1082732

Shapiro, S. (2010). Revisiting the teachers' lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education, 26(3): 616-621. doi:https://doi.org/10.1016/j.tate.2009.09.009

Slote, M. (2007). The Ethics of Care and Empathy. London: Routledge.

Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in teaching and teacher education (TATE) in 1985–2014. Teaching and Teacher Education, 50: 124-135. https://doi.org/10.1016/j.tate.2015.05.008

Walkerdine, V., & Lucey, H. (1989) Democracy in the Kitchen: Regulating mothers and socialising daughters. London: Virago.

Whitty, G., Power, S., & Halpin, D. (1998). Devolution and choice in education: The school, the state and the market. Buckingham: Open University Press.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

 

Banner image: Kira Jovanovski (2020), movement score 01 (detail): oil stick and acrylic on paper. Photograph by Kira Jovanovski. Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.

 

 

    

 

This journal is published on the lands of the Pambalong Clan of the Awabakal People.

ISSN 2653-245X