Democracy and teachers : The im/possibilities for pluralisation in evidence-based practice
Journal article
Holloway, Jessica and Larsen Hedegaard, Maria Louise. (2021). Democracy and teachers : The im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy. 38(3), pp. 432-451. https://doi.org/10.1080/02680939.2021.2014571
Authors | Holloway, Jessica and Larsen Hedegaard, Maria Louise |
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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. |
Keywords | pluralisation; pluralism; democracy; professionalism; teachers; evidence-based practice |
Year | 2021 |
Journal | Journal of Education Policy |
Journal citation | 38 (3), pp. 432-451 |
Publisher | Routledge |
ISSN | 0268-0939 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02680939.2021.2014571 |
Scopus EID | 2-s2.0-85121350514 |
Web address (URL) | https://www.tandfonline.com/doi/full/10.1080/02680939.2021.2014571 |
Research or scholarly | Research |
Page range | 432-451 |
Funder | Australian Research Council (ARC) |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 09 Dec 2021 |
Publication process dates | |
Accepted | 30 Nov 2021 |
Deposited | 30 May 2022 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DE190101140 |
https://acuresearchbank.acu.edu.au/item/8xx82/democracy-and-teachers-the-im-possibilities-for-pluralisation-in-evidence-based-practice
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