Beschreibung
This research focuses on how teacher professional learning can support the work of social justice and equity. The study challenges the ongoing predominance of technical professional learning and highlights how some of the dominant discourses prevalent in current educational practice can work against diversity, innovation and progressive social change. The findings show how crucial dialectical debate, critical inquiry and disruption are in the change process and how if one is to realise an emancipatory educational vision, it is necessary to disrupt and re-imagine many of the taken-for-granted discourses and practices that dominate teaching today. This work provides provocations for those thinking about how to bring a transformative lens into teacher professional learning and everyday classroom practice.
Autorenporträt
Dr Louise Taylor has been working in education for over 30 years as a teacher, consultant, facilitator and researcher. She has worked with organisations, teachers and students to develop critical thinking and challenge oppressive practices. Louise specialises in critical pedagogy and how to bring a transformative lens to teaching practice.
