Teachers and Teaching: (Re)Thinking Professionalism, Subjectivity and Critical Inquiry
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| Title: | Teachers and Teaching: (Re)Thinking Professionalism, Subjectivity and Critical Inquiry |
|---|---|
| Language: | English |
| Authors: | Holloway, Jessica (ORCID |
| Source: | Critical Studies in Education. 2021 62(4):411-421. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Teacher Attitudes, Teaching Methods, Professionalism, Professional Identity, Critical Theory, Power Structure, Educational Philosophy, Educational Policy, Foreign Countries, Elementary Secondary Education, Work Environment, Teaching Conditions, Educational Quality, Preservice Teacher Education, Faculty Development |
| Geographic Terms: | Canada, Australia, India, United States, United Kingdom (England), Kenya |
| DOI: | 10.1080/17508487.2021.1966065 |
| ISSN: | 1750-8487 |
| Abstract: | The collection of papers presented in this issue of Critical Studies in Education adds to the expansive body of work on teachers and teaching. Collectively, the papers draw our attention to new ways the field is problematising the emerging and evolving conditions that shape the work, lives and identities of teachers. With this editorial introduction to the issue, I not only summarise the various themes of the collection, but also offer a provocation that I hope will inspire new questions moving forward. As critical researchers, we have an obligation to challenge taken-for-granted assumptions -- not only by looking outwards at the policymakers, edu-businesses, and intergovernmental agencies (e.g., the Organisation for Economic and Co-operation Development [OECD]), but also by looking inwards and challenging our own assumptions about power, discourse and subjectivity. The authors in the special issue take up both challenges in their geographically diverse accounts of 'the teacher' and 'teaching', demonstrating what it means to do critical research well. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1309231 |
| Database: | ERIC |
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| Abstract: | The collection of papers presented in this issue of Critical Studies in Education adds to the expansive body of work on teachers and teaching. Collectively, the papers draw our attention to new ways the field is problematising the emerging and evolving conditions that shape the work, lives and identities of teachers. With this editorial introduction to the issue, I not only summarise the various themes of the collection, but also offer a provocation that I hope will inspire new questions moving forward. As critical researchers, we have an obligation to challenge taken-for-granted assumptions -- not only by looking outwards at the policymakers, edu-businesses, and intergovernmental agencies (e.g., the Organisation for Economic and Co-operation Development [OECD]), but also by looking inwards and challenging our own assumptions about power, discourse and subjectivity. The authors in the special issue take up both challenges in their geographically diverse accounts of 'the teacher' and 'teaching', demonstrating what it means to do critical research well. |
|---|---|
| ISSN: | 1750-8487 |
| DOI: | 10.1080/17508487.2021.1966065 |
