EBOOK: ENGAGING TEACHERS

Front Cover
McGraw-Hill Education (UK), Apr 16, 2003 - Education - 144 pages
“This is a useful, interesting and valuable work. The authors ask the difficult questions and attempt answers which, although complex, are written in an accessible and open manner. It deserves to be widely read.” Educational Review

Engaging Teachers makes a deliberate attempt to reclaim the education discourse captured by new right politics and connect it with a radical democratic agenda for schooling. On its agenda are education markets, policy, leadership, professionalism, and communities. Engaging with these is conceived on at least two levels.

First, as an invitation to teachers to become involved in reconstructing schooling for socially just purposes and in democratic ways. From this perspective, the politics of engagement is not simply a matter of acquiescence or resistance but is informed by a commitment to generate alternatives: teachers, parents and students making things happen rather than having things done to them. Also signalled is an intent to work collectively, exploring and acting on common interests and across uncommon ground.

Second, the book also celebrates teachers engaging in these reconstructive efforts in attractive and meaningful ways. The attraction is decisions about schooling made by those they affect as well as decisions that are meaningful because they engage the interests of all.

 

Selected pages

Contents

to a politics of engagement
1
an increasingly visible hand
17
the authoritative allocation of values
36
taking a radical democratic stance
54
a framework for just social relations
71
reconnecting school and society
94
Notes
115
References
118
Index
129
Back cover
136
Copyright

Common terms and phrases

academic achievement activism and/or approach argue Australian become believe benefits better capital Chapter choice claims communities competition concerned consumers contemporary context contribute corporate critical cultural decision democracy democratic determine discourse discussion dominant economic effective enabling engage et al example freedom Gale given groups important increasing individuals inequalities influence institutions interests involved issues justice kind knowledge leaders leadership learning less levels lives means nature notion opportunities organization outcomes parents participation particular political positive possible potential practice problems production professional public schools questions radical reference reforms relations responsibility Right role schools simply social society specific standardized strategies suggest tactics teacher-educators teachers teaching testing things tion understanding United universities values wealth

About the author (2003)

Trevor Gale is Associate Professor of Education at Monash University, Australia. He is currently an Executive Member of the Australian Association for Research in Education and co-editor of Melbourne Studies in Education. He is well known for his contributions in the field of policy sociology and for his work in addressing social justice issues in schooling and higher education. With Kathleen Densmore, he is co-author of Just Schooling.

Kathleen Densmore is Associate Professor of Education at San Jose State University, California, USA. She has published on multicultural education, school-community relations and teacher professionalism. Among her diverse commitments, she currently works with a consortium of labour unions, employers and state offices in the area of workforce and economic development.

Bibliographic information

TitleEBOOK: ENGAGING TEACHERS
UK Higher Education OUP Humanities & Social Sciences Education OUP
AuthorsTrevor Gale, Kathleen Densmore
PublisherMcGraw-Hill Education (UK), 2003
ISBN033522508X, 9780335225088
Length144 pages
Subjects › 

Education / General
  
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