教师与教学:(重新)思考专业性、主体性和批判性探究性

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Critical Studies in Education Pub Date : 2021-08-08 DOI:10.1080/17508487.2021.1966065
J. Holloway
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引用次数: 5

摘要

本期《教育批判研究》所收录的论文为教师与教学的广泛研究增添了新的内容。总的来说,这些论文让我们注意到该领域正在以新的方式对塑造教师工作、生活和身份的新出现和不断变化的条件提出问题。在这篇社论的介绍中,我不仅总结了这个系列的各种主题,而且还提出了一个挑衅,我希望能激发新的问题。作为批判性研究人员,我们有义务挑战想当然的假设——不仅要向外看政策制定者、教育企业和政府间机构(例如,经济与合作发展组织[OECD]),而且要向内看,挑战我们自己对权力、话语和主观性的假设。本期特刊的作者们在不同地域对“教师”和“教学”进行了不同的描述,展示了做好批判性研究的意义。
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Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry
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.
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
期刊最新文献
Public education and teacher professionalism in an age of accountability Queer youth and critical sexuality education pedagogies within networked publics: implications for school-based practice Grappling with wicked problems: teacher professionalism and pedagogical mappings for reparative futures The role of online crisis actors in teachers’ work and lives A response to Variyan and Edwards-Groves
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