Democracy and Teachers: The Im/Possibilities for Pluralisation in Evidence-Based Practice

Autor/inn/en	Holloway, Jessica; Larsen Hedegaard, Maria Louise
Titel	Democracy and Teachers: The Im/Possibilities for Pluralisation in Evidence-Based Practice
Quelle	In: Journal of Education Policy, 38 (2023) 3, S.432-451 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holloway, Jessica) ORCID (Larsen Hedegaard, Maria Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.2014571
Schlagwörter	Evidence Based Practice; Democratic Values; Teacher Attitudes; Democracy; Foreign Countries; Teacher Responsibility; Cultural Pluralism; Educational Policy; Elementary Schools; Elementary School Teachers; Australia; Denmark + Suchen Sie Ihr Suchwort? Lehrerverhalten; Demokratie; Ausland; Lehrverpflichtung; Kulturpluralismus; Politics of education; Bildungspolitik; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien; Dänemark
Abstract	In this paper, we draw on policy sociology and democratic theory to illustrate how evidence-based practice not only limits teachers' capacities to exercise professional discretion and authority, but also jeopardises the democratic project of schooling more broadly. Using theoretical concepts from Foucault's discipline with Connolly's pluralisation, we argue that evidence-based practice disciplines teachers to comply with a prescribed set of criteria, which constrains their capacity to respond to the evolving and emergent needs of their students and communities. Our argument is built from two projects conducted separately, but concurrently, in Australia and Denmark. The projects involved in-depth interviews with teachers, extensive observations within schools, and the collection and analysis of policy documents and artefacts. Using illustrative excerpts from both studies, we show how teacher participants expressed and embodied inclinations to do (or be) differently, but nonetheless felt the need to adhere to what the evidence established as the right way to do or be. In our view, this points to an increasingly rigid ontological space through which teachers can do, be and become, which raises questions about the extent to which an 'ethos of pluralisation' is possible within these schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01