Literaturnachweis - Detailanzeige
| Autor/in | Webb, P. Taylor |
|---|---|
| Titel | Accounting for Teacher Knowledge: Reterritorializations as Epistemic Suicide |
| Quelle | In: Discourse: Studies in the Cultural Politics of Education, 28 (2007) 2, S.279-295 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0159-6306 |
| Schlagwörter | Stellungnahme; Epistemology; Accountability; Knowledge Base for Teaching; Teacher Effectiveness; Politics of Education; Tests; Scores; Values; Professional Development |
| Abstract | Educators are experiencing a knowledge crisis and, as a result, they are committing epistemological suicide. The crisis is born out of two different conceptions of teacher knowledge, each containing a limitation that generates fissures within the respective knowledge paradigm. Educators commit epistemic suicide when surveillance technologies, masked as performance-based accountability systems, demand evidence of their knowing. Unable to account for their knowledge, educators fabricate pedagogical and curricular apparitions to be seen as compliant. I discuss how pedagogical fabrications constitute a teacher's subjectivity through the processes of exterritorializing, deterritorializing, and reterritorializing their knowledge. In the end, I argue that any conception of teacher knowledge ought to include overt conceptualizations of power within professionalization attempts. I sketch a politics of meaning as a way to reclaim teacher knowledge. (Contains 3 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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