The Activist Professional and the Reinstatement of Trust

Groundwater‐Smith, Susan; Sachs, Judyth

doi:10.1080/0305764022000024195

Cited by 82 publications

(52 citation statements)

References 12 publications

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“…Although it is pointed out from several directions that the reports convey alarming concerns about young people's knowledge levels, and that these need to be taken seriously, the very foundation on which the reports are based is claimed to be problematic, in that they are said to be de-contextualized and narrow in their framing (cf. Biesta, 2008;Groundwater-Smith & Sachs, 2002;Hopmann, 2008;Hursh, 2007;Olson, 2012). Following Hopmann (2008): Of course there is no single explanation for PISA's mind-boggling success.…”

Section: Stereotypes In Relation To Professional People Within the Fimentioning

confidence: 96%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence SILVIA EDLING The paper highlights four tendencies in the media reporting of teachers and education: (a) recurring patterns of defining education in crisis, (b) mantling responsibility as exterior spokespersons for education and teachers, (c) excluding teachers' and educational researchers' knowledge and experiences in the media and (d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task and relational complexity. In this paper, I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: (a) teachers are unwillingly forced into a paradoxical (in)visibility, (b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, (c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do and (d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.

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Section: Stereotypes In Relation To Professional People Within the Fimentioning

confidence: 96%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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“…This project applied critical pedagogies that challenged beliefs about universal standards of good practice, as a means to promoting ''moral autonomy'' among students (Groundwater-Smith and Sachs 2002). By reflecting on their beliefs about children at the beginning of their formal early childhood coursework, the students uncovered information from their histories that impacted how they interpreted the knowledge and experiences within their teacher education program.…”

Section: Discussionmentioning

confidence: 99%

Applied Ethics as a Foundation in Early Childhood Teacher Education: Exploring the Connections and Possibilities

Giovacco-Johnson

2010

Early Childhood Educ J

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This project explores how one early childhood preparation program integrated applied ethics in introductory coursework. Recognizing that students enter teacher education with well-formed values and beliefs regarding children and teaching, carefully planned learning experience and encounters in real life learning contexts expand their understanding of the complexity of ethical decisionmaking in early care and education programs. This project documents students' perspectives toward their role as meaning-makers through the analysis of assignments intended to promote reflection on values. As students engage with course content and gain practical experience, their knowledge and beliefs regarding teaching evolve together demonstrating the power of ethical thinking in enhancing early childhood teacher education. The findings indicate that students draw on their image of children, social justice, and self-awareness in their development of a professional ethical identity.

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“…According to Norman Denzin and Yvonna Lincoln, '…all research findings have political implications ' (2005, p. 6), and others have argued that 'even research that does not set out with expressly political aims and orientations is political in its capacity to imply, suggest and/or initiate change' (Saltmarsh, 2009). This is particularly the case when researching in a politically charged field such as education, where 'public sector reform… has been ongoing and relentless ' (Groundwater-Smith & Sachs, 2002). In the global higher education sector, the seemingly endless raft of neoliberal reforms in recent decades continues to result in changes-whether mandated, recommended or tacitly implied-to all facets of academic and administrative practice.…”

Section: Politics Reflexivity and Researching With Academicsmentioning

confidence: 99%

Best Foot Forward, Watching Your Step, Jumping in with Both Feet, or Sticking Your Foot in it? ‐ The Politics of Researching Academic Viewpoints

Saltmarsh

Sutherland‐Smith

Randell‐Moon

2011

Qualitative Research Journal

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This article presents our experiences of conducting research interviews with Australian academics, in order to reflect on the politics of researcher and participant positionality. In particular, we are interested in the ways that academic networks, hierarchies and cultures, together with mobility in the higher education sector, contribute to a complex discursive terrain in which researchers and participants alike must maintain vigilance about where they 'put their feet' in research interviews. We consider the implications for higher education research, arguing that the positionality of researchers and participants pervades and exceeds these specialised research situations.

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The Activist Professional and the Reinstatement of Trust

Cited by 82 publications

References 12 publications

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Applied Ethics as a Foundation in Early Childhood Teacher Education: Exploring the Connections and Possibilities

Best Foot Forward, Watching Your Step, Jumping in with Both Feet, or Sticking Your Foot in it? ‐ The Politics of Researching Academic Viewpoints

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