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ERIC Number: EJ1258257
Record Type: Journal
Publication Date: 2020-Jul
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0039-3746
Teachers' Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk?
Mooney Simmie, Geraldine; Moles, Joanne
Studies in Philosophy and Education, v39 n4 p383-398 Jul 2020
Here we reconsider teachers' changing subjectivities as autonomous agents whose practices acknowledge risk as an essential element in intellectual inquiry. We seek alternative descriptions to the limiting language of teachers' current practices within the primacy of the market. We are convinced by Levinas's claim that ethics is the first philosophy with its concomitant responsibility for the Other (Alterity). This provides a valuable point of departure and our understanding of its relevance is expanded by Biesta and Todd. This perspective allows interruption of the global reform ensemble with its reductionist understandings of teachers' subjectivities within concerns for a 'visible pedagogy' and performativity. We illustrate how this global policy imperative is reworked in policies in the Republic of Ireland and share reflexive insights from our tutoring of teachers studying for a Master's degree in Education. We show that teachers' autonomy, which we understand as the capacity of teachers to facilitate risk and make ethically informed local judgements, is severely restricted by imposed standards, codes and laws to which there is tightly policed adherence. Instead we describe teachers' practices occurring within an Invisible Pedagogy, which is not concerned with totalising and limited performativity but instead, explores risks associated with existential possibilities beyond commodification.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A