Literaturnachweis - Detailanzeige
| Autor/in | McWilliam, Erica |
|---|---|
| Titel | Against Professional Development |
| Quelle | In: Educational Philosophy and Theory, 34 (2002) 3, S.289-299 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1857 |
| DOI | 10.1111/j.1469-5812.2002.tb00305.x |
| Schlagwörter | Foreign Countries; Professional Occupations; Professional Development; Lifelong Learning; Role of Education; Educational Attitudes; Commercialization; Instructional Effectiveness; Developing Nations; Comparative Analysis; Indigenous Knowledge; Higher Education; Australia |
| Abstract | All professional workers need to be "developed." Moreover, there should be no end to this process--the true professional knows that learning is for life. The author wants to explore how these two propositions have come to be true for academics and other professional workers at the beginning of the new millennium, and with what effects. In doing so, she seeks to provoke debate about "professional development" as a discursively organised domain whose practices are neither innocent nor neutral. In declaring this to be a paper "against" professional development, she is signalling her ambivalence about the truth claims made within this discursive domain as much as her interest in how such claims have gained the status of Truth. Her rationale arises out of her concerns about the sort of knowledge that is coming to count as worthwhile for all professionals, including academics, and the current proliferation of mechanisms for disseminating this knowledge, for better "and" worse. Just as the work done to develop Third World communities can often contribute to the deterioration of those same communities, so too the knowledge presumed to be relevant to the development of professional workers can undermine worthwhile local and context-sensitive knowledge. In this article, the author uses Australian higher education as a case study to draw parallels between Third World development and the development of professional academic workers, using anthropological critiques of Western knowledge applications as conceptual tools relevant for this purpose. (ERIC). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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