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Education or quality of teaching? Implications for Australian democracy

Webster, R. Scott 2017, Education or quality of teaching? Implications for Australian democracy, Australian journal of teacher education, vol. 42, no. 9, pp. 59-76, doi: 10.14221/ajte.2017v42n9.4.

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Title Education or quality of teaching? Implications for Australian democracy
Author(s) Webster, R. ScottORCID iD for Webster, R. Scott orcid.org/0000-0002-5253-4894
Journal name Australian journal of teacher education
Volume number 42
Issue number 9
Article ID 4
Start page 59
End page 76
Total pages 18
Publisher Edith Cowan University
Place of publication Joondalup, W.A.
Publication date 2017-09-12
ISSN 1835-517X
Keyword(s) ITE
education
quality teaching
philosophy of education
indoctrination
democracy
evidence
scientific
Dewey
Summary The argument being made here is that democratic life is more likely if educators actually ‘educate’, rather than comply with quality of teaching approaches as promoted by the Australian federal government. Engaging with some philosophy of education can assist educators to resist being seduced by notions such as ‘quality teaching’, ‘evidence-based’ practices and ‘impact’ and to exercise the intellectual and political resolve necessary to ensure educational practices promote democracy (Biesta, 2010a) and are not surrendered to the control of non-educators. Blake et al. (2000, p. xiii) identify that philosophy is usually avoided in discussions regarding quality, evidence-based approaches and accountability because bureaucrats are “intolerant of philosophical debate”. By drawing largely upon the works of Dewey and his notions of education, democracy and the science of education, it is argued that what is needed is for teachereducators to focus on ‘educating’ teachers, as professionals, to be critically scientific and democratic.
Language eng
DOI 10.14221/ajte.2017v42n9.4
Field of Research 130199 Education Systems not elsewhere classified
13 Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2017, The Authors
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30102584

Document type: Journal Article
Collections: School of Education
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