The enactment of professional learning policies
Performativity and Multiple Ontologies
Bibliographic Data
| ID | 2936634 |
|---|---|
| Authors | Augusto Riveros (0000-0002-9942-6380, Western University, corresponding author), Melody Viczko (0000-0002-7113-9224, Western University) |
| Year | 2015 |
| Volume | 36 |
| Issue | 4 |
| Pages | 533-547 |
| Publication date | 2015-08-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2015.980492 |
| OpenAlex | W2099885148 |
| Language | EN |
| Citations received | 12 |
| References cited | 36 |
While teacher learning has become a locus of school reform across many international settings, there is relatively little examination of the idiosyncratic ways in which policy discourses on teacher learning are enacted in schools. In this paper, we aim to investigate how these policy discourses are translated and configured into practices and thus, enacted into concrete realities. Using the conceptual notion of multiple ontologies, we argue that teacher learning is actualized in a multiplicity of socio-material entanglements, not as a single reality, but as a multiplicity of realities that coexist, simultaneously, in the mesh of assemblages that we call “school.” In this study, we describe and trace how particular socio-material configurations of teacher learning produce concrete realities of practice that mobilize and generate specific networked effects. We conclude that the postulation of multiple ontologies of teacher learning prompts a shift in how policy makers could conceive of and develop strategies aimed at transforming teaching practices
Conceptual framework · Epistemology · Linguistics · Mathematics education · Ontology · Pedagogy · Performativity · Policy learning · Social science · Sociology · Computer Science · Gender Studies · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Assemblage, enactment and agency
Policy as Practice
A tale of two performativities
Micro language planning and governmentality in ‘globalisation from below
The contribution of the ontological turn in education
The ontological politics of evidence and policy enablement
Academics without publications are just like imperial concubines without sons’
An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument
It could be chocolate, rice, and turkey, and people are gonna be like, it's CRT
Thinking with certainty or with doubt
The enactment of professional learning policies
The significance of conflicting discourses in a professional degree
How Schools Do Policy
The Materiality of Learning
Working for Policy
Actor-Network Theory in Education
Institutions and Institutional Work
Unveiling Professional Development
Chapter 6
Spatiality and the place of the material in schools
Actor network theory and after
Policy Worlds
Women, Policy and Politics
Mind over machine
Notes on the theory of the actor-network
Reassembling the Social
Professionalization in teaching and teacher education
(Un )Doing standards in education with actor‐network theory
Improving schoolteachers' workplace learning
Beyond Collaboration
Professional Development and Teacher Learning
Unruly Practices
Learning Professional Ways of Being
Policy worlds
Object Lessons
Towards an uncertain politics of professionalism
On Recalling Ant
The Powers of Association
The enactment of professional learning policies
Where you stand depends on where you sit
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,09 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |