By Geoff Shacklock
Dramatic, profound and far-reaching alterations are being visited on colleges world wide that experience their genesis a ways from the study room yet which influence seriously on lecturers and their paintings. so much of this reform has been completed with very little involvement of academics themselves. This publication units out to survey the modern context of what's occurring to the paintings of educating, and makes a speciality of complicated abilities lecturers. It exhibits how lecturers are 'speaking' the adjustments which are occuring to their paintings in protracted economically rationalist times.Arguing opposed to the discourses of economic climate because the significant shaping strength, the authors current a persuasive case for targeting the discourses of educating itself because the simply possible and sufficient foundation on which to make experience of educating. And by means of offering a number of voices of working towards academics - letting them communicate for themselves concerning the hassle of attempting to translate policy-makers' intentions into phrases and activities - the e-book graphically illustrates the devastating long term results for the way forward for colleges of poorly-conceptualised reform regulations.
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Extra info for Re-Making Teaching: Ideology, Policy and Practice
Sample text
The difficulty with such imperatives is that because they are imported they have quite pronounced limitations built into them, precisely because they present themselves as being so self-righteously correct. Such onedimensional approaches to competence fall well short of the mark because they obscure and fail to grasp the idea that ‘mastery in performance…depend[s] upon general comprehension of the work process rather than the accomplishment of specific tasks’ (Jackson 1989:80). At one level this is an understandable strategy—namely, to produce teachers who work with students in ways productive of a particular perspective or ethos that is consistent with a process of grafting education onto an economy which espouses flexibility, responsiveness and enhanced competencies.
How we choose (or are told) to describe what constitutes ‘skills’ and ‘competencies’ in teaching is framed by perspectives held about what is considered to be important. Again from Janks and Ivanic (1992), ‘meaning lies not simply in the text but in the social relations in which it is embedded’ (p. 307). In other words, if the overarching agenda is one of controlling the work of teaching by measuring what teachers do against standards, then we acquiesce to modes of construing the work that are not only alien but operate through the language in ways that make it ultimately more controllable.
To suggest that business and industry be required forcibly to take on the discourses and genres of schooling as a way of describing industrial production is a notion that would be greeted with incredulity. The language of pedagogical caring, collegial collaboration, reflective practice, learning portfolios, resource-based learning, authentic and descriptive assessment, critical language awareness and emancipatory discourse are all ways of describing schools that are indigenous to schools and teaching as distinctive cultural entities.
