Supersurveillance, Democracy, and Co-Operation--The Challenge for Teachers

Autor/in	Schostak, John
Titel	Supersurveillance, Democracy, and Co-Operation--The Challenge for Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 42 (2014) 4, S.324-336 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.956047
Schlagwörter	Critical Theory; Educational Practices; Teacher Education; Democratic Values; Democracy; Accountability; Influence of Technology; Technology Uses in Education; Political Power; Debate; School Restructuring; Social Control; Community Schools; Educational Change; Educational Policy; Politics of Education; Foreign Countries; Elementary Secondary Education; United Kingdom + Suchen Sie Ihr Suchwort? Kritische Theorie; Bildungspraxis; Lehrerausbildung; Lehrerbildung; Demokratie; Verantwortung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Politische Macht; Debating; Streitgespräch; Schulreformplan; Schulumwandlung; Soziale Kontrolle; Community school; ; Gemeindeschule; Gemeinschaftsschule; Bildungsreform; Politics of education; Bildungspolitik; Educational policy; Ausland; Großbritannien
Abstract	The paper explores pedagogies of surveillance and counter pedagogies of radical democracy and co-operative practice and their implications for continuing professional development (CPD). Teachers have had to respond to an increasing naturalisation of surveillance in schools. However, this naturalisation can be countered by drawing upon the emergent development of the co-operative education movement in the UK. I argue that critical to developing effective pedagogies of radical democracy and co-operation is the formation of a "public space" of discussion and debate about courses of action. This will be illustrated through research drawn from a co-operative school and its use of information technologies. Although the intentions are to improve standards of learning, the hidden curriculum implicit in the use of the technologies can lead to "supersurveillance." Teachers, I argue, have a critical role in the deconstruction of the naturalisation of supersurveillance and both pre-service and CPD urgently need to address this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10