The Epistemological Development of Education: Considering Bourdieu, Foucault and Dewey

Description

This book documents the political and economic ramifications of the policy impetus for a "science of education" and what this means for classroom teachers, their teaching practices and for the field of education. In a critical exploration of current research and policy articulations of the purposes of education, with attention given to Australia, the UK and the USA, this book delineates the evaluative mechanisms involved in the strategic science as method adoption of accountability, competitiveness and test-driven criteria used in major education policy. It brings together the disciplines of sociology and philosophy by drawing on the theoretical insights of Michel Foucault, Pierre Bourdieu and John Dewey. In addition, the book argues for the deliberate use of the theoretical in education and is against the contemporary unquestioning advocacy that often accompanies a narrowly defined master narrative of a science of education. This book will be of special interest to post-graduate students as source material in general education courses and is also intended for academics with an interest in educational theory/philosophy and the sociology of education. Cover Half Title Title Copyright Contents 1 The emergence of theorizing a “science of education” Introduction – what this book is about An education policy obsession and the attack on progressivism The epistemological development of education Overview of chapters References 2 Foucault, Bourdieu and education Introduction Power relations and schooling Foucault, Bourdieu and power The teacher subject as scrutinized technician – an exercise in “system” power The methodological authority of “science” Science and relevance to education The distraction/s of a fake debate Conclusion References 3 The confines of education policy-making Introduction The sociology of Pierre Bourdieu – field/s, habitus, practice Doxa A policy doxa on teachers’ work Teacher effectiveness A methodology doxa – models and laws Governmentality Framing the policy argument – the right sort of teacher The global international “player”: the Organisation for Economic Co-Operation and Development (OECD) A national policy from the USA – A Race to the Top (RttT) Conclusion References 4 Crisis and change Introduction Crisis politics and hysteresis Operationalizing teacher agency in times of crisis Professionalization and the teacher “change agent” agenda Autonomy Conclusion References 5 John Dewey, teachers and the educative experience today Introduction John Dewey Dewey, the educative experience and teachers A technology of teaching? Personalized teaching and learning Dewey and what is worth knowing Educational aspects of becoming – capabilities Conclusion References 6 Teacher identity and expertise – why it matters Introduction Teaching – what is it? Knowledge and expertise of teaching (1) Scientific knowledge about teaching – measurement and evaluation Observations Student surveys Value-added measures (2) Craft knowledge Developing teachers – performance characteristics for a new “creative” age Teacher identity Conclusion References 7 Growth in and for what? Introduction Growth and proficiency Dewey and the concept of growth An economizing appropriation of student achievement as growth Authentic pedagogy and growth Conclusion References 8 Innovative practice within the evidence-based matrix Introduction “Science” informing teaching practice An evidence base – “what works” Creativity and innovation Professional development and learning The autonomous “entrepreneurial” teacher Conclusion References 9 Democratizing the epistemology of education Introduction Democracy as characterized by equality of opportunity The political priority of democracy and real-world properties of systems and structures Sensing the educative opportunity The democratic role of “science” in education Conclusion References 10 An epistemology of education to be embodied by educators References Index