Abstract
What I hope the first several chapters of this book have shown is that our understanding and acceptance of what teaching should look like is structured by an increasingly narrow discourse of evaluation and datafication. In doing so, we lose important opportunities to think about what else might be possible for teachers, but also for education more broadly. In other words, what we have come to accept as ‘normal’ and ‘necessary’ in education has been constructed as part of the power/knowledge that shapes our understanding of most social matters—data, evidence and other scientistic logics.
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Holloway, J. (2021). New Possibilities for Imagining Pluralism in Teacher Policy: A Contrast-Model. In: Metrics, Standards and Alignment in Teacher Policy. Springer, Singapore. https://doi.org/10.1007/978-981-33-4814-1_10
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DOI: https://doi.org/10.1007/978-981-33-4814-1_10
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