NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1164888
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1857
EISSN: N/A
The Adaptive Professional: Teachers, School Leaders and Ethical-Governmental Practices of (Self-) Formation
O'Brien, Peter C.
Educational Philosophy and Theory, v50 n3 p229-243 2018
This article analyses the relations that teachers and school leaders establish with themselves and with others--especially those who would seek to govern them--through the professional and personal--professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such "ethical-governmental" relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may be recovered; their contingencies disclosed. The article first posits a non-psychologised, "enfolded" notion of the self on which analysis rests before turning to an analytics of (self-) government of the conditions themselves. An important element within this entanglement of diverse events, discourses, practices and foldings is the ensemble of policies and practices developed by the Australian Institute for Teaching and School Leadership. The article argues that the programmes of this national agency are a salient and widespread force for acting upon teachers' and school leaders' self-constitution as a subject of their own actions--a subject which, in consequence, is enjoined to be more agile, self-reliant, engaged and entrepreneurial than its "routine-bound" predecessors; a subject we describe as the "adaptive professional".
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A