Advertisement

Preparing Teachers as Informed Professionals: Working with a Critical Ethnographic Disposition and a Socially Democratic Imaginary

  • Lawrence Angus
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 22)

Abstract

The argument of this chapter is that the current neoliberal framing of education policy promotes teaching and learning as technical, managed processes that occur within the black box of the school in a functionalist, transmission model of education. Teacher educators and student teachers, as well as teachers, pupils and schools, have been caught up in the process of reducing students to sets of hollow numbers through a management paradigm of accountability and measurement. This situation is eroding the status and autonomy of the education profession. If education is to be socially responsible and equitable, the argument continues, it must be inclusive of the lives and cultures of the most disadvantaged students and their communities. Student teachers need to understand, therefore, that teaching is a political act and that one way of becoming an informed professional is through the processes of critical enquiry and critical pedagogy that takes account of the knowledge, norms, cultures, assets and resources that young people bring with them to school. The remainder of the chapter develops the radical potential of the concept of ‘funds of knowledge’ for informing pre-service teacher education and developing an ethnographic understanding of what is valued in homes and communities compared with what is typically valued (implicitly and explicitly) in schools. Through critical reflection and enquiry, the chapter concludes, student teachers can examine structural arrangements that position certain students and their communities ‘other’ and begin to formulate emancipatory social and educational practices that keep alive a pedagogy of hope and a politics of social justice.

Keywords

Teacher Education Student Teacher Prospective Teacher Future Teacher Professional Autonomy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Alexander, R. (Ed.). (2009). Children, their world, their education: Final report and recommendations of the Cambridge Primary review. London: Routledge.Google Scholar
  2. Apple, M. (2001). Educating the ‘right’ way. New York: Routledge/Falmer.Google Scholar
  3. Ball, S. (1997). Good schools/bad schools: Paradox and fabrication. British Journal of Sociology of Education, 18(3), 317–336.CrossRefGoogle Scholar
  4. Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.CrossRefGoogle Scholar
  5. Ball, S. (2006). Education policy and social class. London: Routledge.Google Scholar
  6. Ball, S. (2008). The education debate. Bristol, UK: The Policy Press.Google Scholar
  7. Bartolomé, L. (2007). Critical pedagogy and teacher education: Radicalizing prospective teachers. In P. McLaren & J. Kinchloe (Eds.), Critical pedagogy: Where are we now? (pp. 263–286). New York: Peter Lang.Google Scholar
  8. Bottery, M. (1999). Please confirm the modified journal title for Bottery (1999). Global forces, national mediations and the management of educational institutions. Educational Management Administration & Leadership, 27(3), 299–312.CrossRefGoogle Scholar
  9. Bowe, R., Ball, S., & Gold, A. (1992). Reforming education and changing schools. London: Falmer Press.Google Scholar
  10. Braun, A., Maguire, M., & Ball, S. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547–560.CrossRefGoogle Scholar
  11. Carr, W., & Hartnett, A. (1996). Education and the struggle for democracy. Buckingham, UK: Open University Press.Google Scholar
  12. Cochran-Smith, M., & Lytle, S. (2004). Practitioner inquiry, knowledge, and university culture. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of research of self-study of teaching and teacher education practices (pp. 602–649). Dordrecht, The Netherlands: Kluwer.Google Scholar
  13. Cummins, J. (2001). Empowering minority students: A framework for introduction (classic reprint). Harvard Education Review, 71(4), 649–675.Google Scholar
  14. Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173.CrossRefGoogle Scholar
  15. Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.Google Scholar
  16. Fitzgerald, T. (2008). The continuing politics of mistrust: Performance management and the erosion of professional work. Journal of Educational Administration and History, 40(2), 113–128.CrossRefGoogle Scholar
  17. Gordon, L. (1985). Towards emancipation in citizenship education: The case of Afro-American cultural knowledge. Theory and Research in Social Education, 12(4), 1–23.Google Scholar
  18. Greene, M. (2008). Response to Chapter 3. In J. Cammarota & M. Fine (Eds.), Revolutionizing education (pp. 45–48). New York: Routledge.Google Scholar
  19. Holloway, S., & Gouthro, P. (2011). Teaching resistant novice educators to be critically reflective. Discourse: Studies in the Cultural Politics of Education, 32(1), 29–41.CrossRefGoogle Scholar
  20. Hursh, D., & Henderson, J. (2011). Contesting global neo-liberalism and creating alternative futures. Discourse: Studies in the Cultural Politics of Education, 32(2), 172–185.CrossRefGoogle Scholar
  21. Kinchloe, J. (2004). Critical pedagogy. New York: Peter Lang.Google Scholar
  22. Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257–277.Google Scholar
  23. Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147.CrossRefGoogle Scholar
  24. Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage.Google Scholar
  25. McGraw, A. (2011). Shoving our way into young people’s lives. Teacher Development, 15(1), 105–116.CrossRefGoogle Scholar
  26. McInerney, P. (2009). Towards a critical pedagogy of engagement for alienated youth: Insights from Freire and school-based research. Critical Studies in Education, 50(1), 23–35.CrossRefGoogle Scholar
  27. Mills, C. (1959). The sociological imagination. London: Oxford University Press.Google Scholar
  28. Mingers, J. (2000). What is it to be critical? Teaching a critical approach to management undergraduates. Management Learning, 31(2), 219–237.CrossRefGoogle Scholar
  29. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect schools and classrooms. Theory into Practice, 31(2), 132–141.CrossRefGoogle Scholar
  30. Nordtveit, B. (2010). Towards post-globalisation? On the hegemony of western education and development discourses. Globalisation, Societies and Education, 8(3), 321–337.CrossRefGoogle Scholar
  31. Oakes, L., Townley, B., & Cooper, D. J. (1998). Business planning as pedagogy: Language and control in a changing educational field. Administrative Science Quarterly, 48(2), 257–292.CrossRefGoogle Scholar
  32. Pusey, M. (1991). Economic rationalism in Canberra: A nation-building state changes its mind. Cambridge, UK: Cambridge University Press.Google Scholar
  33. Rizvi, F., & Lingard, B. (2010). Globalizing education policy. New York: Routledge.Google Scholar
  34. Smyth, J., Angus, L., Down, B., & McInerney, P. (2009). Activist and socially critical school and community renewal: Social justice in exploitative times. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  35. Taylor, C. (2007). Cultures of democracy and citizen efficacy. Public Culture, 19(1), 117–150.CrossRefGoogle Scholar
  36. Thomas, J. (1993). Doing critical ethnography. London: Sage.Google Scholar
  37. Thomson, P., Hall, C., & Jones, K. (2010). Maggie’s day: A small-scale analysis of English education policy. Journal of Education Policy, 25(5), 639–656.CrossRefGoogle Scholar
  38. Webb, P. (2005). The anatomy of accountability. Journal of Education Policy, 20(2), 189–208.CrossRefGoogle Scholar
  39. Willis, P. Please provide in‐text citation for the following reference: Willis (1977). (1977). Learning to labor: How working class kids get working class jobs. Westmead, UK: Gower.Google Scholar
  40. Willis, P. (2000). The ethnographic imagination. Cambridge, UK: Polity Press.Google Scholar

Copyright information

© Springer Netherlands 2012

Authors and Affiliations

  1. 1.School of Education and ArtsUniversity of BallaratMt HelenAustralia

Personalised recommendations