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The Birth of Educational Research, Teacher Education and the Turn to Practice From Practitioner Knowledge and Communities of Practice to Evidence-Based Policy and Practice Subjectivity and the Humanistic Education
Abstract
it is our acting that lies at the bottom of our language-game" (Wittgenstein, 1974, p. 204). This collection In Search of Subjectivities talces the title of the first paper to demonstrate the relevance and significance of philosophical approaches to questions of teacher education. The selection of papers stretching back to 1969, the first year of Educational Philosophy and Theory, shows that teacher education has been a central and abiding theme. The volume focuses on a wide range of topics: teaching education in a cross-cultural context, the notion of unsuccessful teaching, teacher induction, examining, philosophy of teaching, teacher education in a democracy, the reflective teacher and beyond, social inclusion, the ethics and politics of teacher identity, subjectivity and performance in teaching , and new teacher identity. While traditionally identified as a practice-based endeavour the many dimensions of teacher education raised important philosophical issues, especially in the tradition of tl1e philosophy of subjectivity that emphasise the centrality of ethics to questions of relationality and professional practice.
... The theory of neoliberalism and its practice differs quite radically (Peters & Tesar, 2016b). The theory takes the view that individual liberty and freedom are the paramount goals of human subjects in the civilization, and that they can Philosophy and Performance of Neoliberal Ideologies 3 be achieved, and protected, for that matter. ...
Contesting Governing Ideologies is the third volume in the Educational Philosophy and Theory: Editor’s Choice series and represents a collection of texts that provide a cutting-edge analysis of the philosophy and theory of performances of neoliberal ideology in education. In past decades, philosophy of education has provided a critical commentary on problematic areas of neoliberal ideology. As such, this collection argues, philosophy of education can be considered as an intellectual struggle that runs through the contemporary ideological landscape and has roots that go back to the Enlightenment in its traditions.
This book covers multiple philosophical and educational theoretical perspectives of what we know about the ideology of neoliberalism, and many of its practices and projects. Neoliberalism is difficult to define, but what is certain is that it has significantly matured as a political doctrine and set of policy practices. This collection covers questions of ideology, politics, and policy in relation to the subject and the institution alike. The chapters in this book provide rich and diverse reading, allowing readers to rethink established discourses and contest ideologies, providing a thorough and careful philosophical and theoretical analysis of the story of neoliberalism over the past decades.
Contesting Governing Ideologies will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.
... The theory of neoliberalism and its practice differs quite radically (Peters & Tesar, 2016b). The theory takes the view that individual liberty and freedom are the paramount goals of human subjects in the civilization, and that they can Philosophy and Performance of Neoliberal Ideologies 3 be achieved, and protected, for that matter. ...
Contesting Governing Ideologies is the third volume in the Educational Philosophy and Theory: Editor’s Choice series and represents a collection of texts that provide a cutting-edge analysis of the philosophy and theory of performances of neoliberal ideology in education. In past decades, philosophy of education has provided a critical commentary on problematic areas of neoliberal ideology. As such, this collection argues, philosophy of education can be considered as an intellectual struggle that runs through the contemporary ideological landscape and has roots that go back to the Enlightenment in its traditions.
This book covers multiple philosophical and educational theoretical perspectives of what we know about the ideology of neoliberalism, and many of its practices and projects. Neoliberalism is difficult to define, but what is certain is that it has significantly matured as a political doctrine and set of policy practices. This collection covers questions of ideology, politics, and policy in relation to the subject and the institution alike. The chapters in this book provide rich and diverse reading, allowing readers to rethink established discourses and contest ideologies, providing a thorough and careful philosophical and theoretical analysis of the story of neoliberalism over the past decades.
Contesting Governing Ideologies will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.
In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume.
Currently, when there is a lot of political talk about the need for ‘evidence-based policy’, and when public policy seeks to calibrate research quality and impact, there is a pressing need to reconsider the relationships between education/al research and education policy. This article seeks to do this, beginning with considerations of the contested and changing character and practices of education, education policy and education/al research, and the competing and complex definitions of the meaning of research impact. The article considers the distinctions between research of and research for policy. The apparently disjunctive cultures of academic research and policy-making in education are documented for understanding research–policy relationships in education. Yet, there is also a need to acknowledge the overlap between these cultures, particularly in respect of the categories of policy-makers and researchers and movement across the categories in career terms. The article demonstrates that research affects policy in multiple, yet mediated ways in varying timeframes. The more academic research usually has its effects in the longer term, impacting the assumptive worlds of policy-makers, while commissioned research seeks more direct shorter-term impact. Finally, we also need to consider the capacities of policy-makers and educational systems to be receptive to research.