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Democracy and Teachers: The Im/Possibilities for Pluralisation in Evidence-Based Practice

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Title: Democracy and Teachers: The Im/Possibilities for Pluralisation in Evidence-Based Practice
Language: English
Authors: Holloway, Jessica (ORCID 0000-0001-9267-3197), Larsen Hedegaard, Maria Louise (ORCID 0000-0003-2366-9009)
Source: Journal of Education Policy. 2023 38(3):432-451.
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: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Evidence Based Practice, Democratic Values, Teacher Attitudes, Democracy, Foreign Countries, Teacher Responsibility, Cultural Pluralism, Educational Policy, Elementary Schools, Elementary School Teachers
Geographic Terms: Australia, Denmark
DOI: 10.1080/02680939.2021.2014571
ISSN: 0268-0939
1464-5106
Abstract: In this paper, we draw on policy sociology and democratic theory to illustrate how evidence-based practice not only limits teachers' capacities to exercise professional discretion and authority, but also jeopardises the democratic project of schooling more broadly. Using theoretical concepts from Foucault's discipline with Connolly's pluralisation, we argue that evidence-based practice disciplines teachers to comply with a prescribed set of criteria, which constrains their capacity to respond to the evolving and emergent needs of their students and communities. Our argument is built from two projects conducted separately, but concurrently, in Australia and Denmark. The projects involved in-depth interviews with teachers, extensive observations within schools, and the collection and analysis of policy documents and artefacts. Using illustrative excerpts from both studies, we show how teacher participants expressed and embodied inclinations to do (or be) differently, but nonetheless felt the need to adhere to what the evidence established as the right way to do or be. In our view, this points to an increasingly rigid ontological space through which teachers can do, be and become, which raises questions about the extent to which an 'ethos of pluralisation' is possible within these schools.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1389289
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Holloway%2C+Jessica%22">Holloway, Jessica</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9267-3197">0000-0001-9267-3197</externalLink>)<br /><searchLink fieldCode="AR" term="%22Larsen+Hedegaard%2C+Maria+Louise%22">Larsen Hedegaard, Maria Louise</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2366-9009">0000-0003-2366-9009</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+Policy%22"><i>Journal of Education Policy</i></searchLink>. 2023 38(3):432-451.
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  Data: 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
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: 10.1080/02680939.2021.2014571
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  Data: In this paper, we draw on policy sociology and democratic theory to illustrate how evidence-based practice not only limits teachers' capacities to exercise professional discretion and authority, but also jeopardises the democratic project of schooling more broadly. Using theoretical concepts from Foucault's discipline with Connolly's pluralisation, we argue that evidence-based practice disciplines teachers to comply with a prescribed set of criteria, which constrains their capacity to respond to the evolving and emergent needs of their students and communities. Our argument is built from two projects conducted separately, but concurrently, in Australia and Denmark. The projects involved in-depth interviews with teachers, extensive observations within schools, and the collection and analysis of policy documents and artefacts. Using illustrative excerpts from both studies, we show how teacher participants expressed and embodied inclinations to do (or be) differently, but nonetheless felt the need to adhere to what the evidence established as the right way to do or be. In our view, this points to an increasingly rigid ontological space through which teachers can do, be and become, which raises questions about the extent to which an 'ethos of pluralisation' is possible within these schools.
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Responsibility
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      – SubjectFull: Educational Policy
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Australia
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