"Bildung" and Educational Action Research: Resources for Hope in Neoliberal Times

Autor/inn/en	Hardy, Ian; Salo, Petri; Rönnerman, Karin
Titel	"Bildung" and Educational Action Research: Resources for Hope in Neoliberal Times
Quelle	In: Educational Action Research, 23 (2015) 3, S.383-398 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2015.1012175
Schlagwörter	Action Research; Educational Philosophy; Neoliberalism; Learning Processes; Elementary School Teachers; Foreign Countries; Principals; Preschool Teachers; Educational Research; Democratic Values; College School Cooperation; Faculty Development; Units of Study; Newspapers; Rural Areas; Cooperative Learning; Inquiry; Administrator Education; Teacher Leadership; Australia; Finland; Sweden + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsphilosophie; Erziehungsphilosophie; Neo-liberalism; Neoliberalismus; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Principal; Schulleiter; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsforschung; Pädagogische Forschung; Lerneinheit; Newspaper; Zeitung; Rural area; Ländlicher Raum; Kooperatives Lernen; Lehrerfunktionsstelle; Australien; Finnland; Schweden
Abstract	This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers' learning with the Nordic tradition of educational action research and "Bildung" as alternative resources to guide teachers' and principals' collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more "Bildung-"informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents "resources for hope" to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01