Social justice and the reconstruction of teaching

Bibliographic Data

ID11488171
AuthorsPat Mahony (Moscow State University of Technologies and Management named after K.G. Razumovskiy, corresponding author), Ian Hextall (Moscow State University of Technologies and Management named after K.G. Razumovskiy, corresponding author)
Year1998
Volume13
Issue4
Pages545-558
Publication date1998-07-01
Open AccessNo
TypeARTICLE
VenueJournal of Education Policy (JOURNAL)
Journal identifiersISSN: 0268-0939 • E-ISSN: 1464-5106
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0268093980130407
OpenAlexW2160608576
LanguageEN
Citations received4
References cited11

In this paper we argue that conceptions of what constitutes the ‘effective teacher’ and what counts as career progression are being reshaped by the Teacher Training Agency. One initiative which is central to this is the National Professional Qualification framework. We argue that the framework neglects teachers’ responsibilities in relation to social justice and that the teaching profession is being increasingly differentiated in ways which may disadvantage particular groups of children and teachers. Issues of governance, representation and accountability in teacher education cannot be ignored and connect with wider debates in the public sector both in the UK and elsewhere

Accountability · Agency (philosophy · Corporate governance · Disadvantage · Economic Justice · Management · Pedagogy · Political science · Politics · Public relations · Relation (database · Representation (politics · Social justice · Social science · Sociology · Teacher education · Collaborative Teaching and Inclusion · Law · Public Administration · Social Work Education and Practice · Teacher Education and Leadership Studies

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