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
AuthorsHolloway, Jessica and Larsen Hedegaard, Maria Louise
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.

Keywordspluralisation; pluralism; democracy; professionalism; teachers; evidence-based practice
Year2021
JournalJournal of Education Policy
Journal citation38 (3), pp. 432-451
PublisherRoutledge
ISSN0268-0939
Digital Object Identifier (DOI)https://doi.org/10.1080/02680939.2021.2014571
Scopus EID2-s2.0-85121350514
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/02680939.2021.2014571
Research or scholarlyResearch
Page range432-451
FunderAustralian Research Council (ARC)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online09 Dec 2021
Publication process dates
Accepted30 Nov 2021
Deposited30 May 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DE190101140
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