Deconstructing pedagogies of professional practice and learning for police officers.
Ryan, Cheryl Maree 2016, Deconstructing pedagogies of professional practice and learning for police officers., PhD. thesis, School of Education, Deakin University.
This research applied qualitative and narrative methodology to investigate police officers' professional practice and learning. Analysis of the data revealed three thematic frameworks of power-knowledge relations, practice and knowledge, and gender and (dis)embodied practice that harboured doubtful matters (aporias) and blind spots (lacunae). The potential for change and the possibility of different perspectives and new learning was evident. Paradigmatic shifts in thinking, learning and practice are needed for police officers to develop reflexive practice that is social, relational, agential, and embodied, however, limitations and constraints exist based on the strength and resilience of dominant pedagogies influenced by social, cultural, institutional and occupational practices and discourses.
Language
eng
Field of Research
130103 - Higher Education 20% 130213 - Vocational Education and Training Curriculum and Pedagogy 20% 130299 - Curriculum and Pedagogy not elsewhere classified 60%
Socio Economic Objective
970113 - Expanding Knowledge in Education 50% 970120 - Expanding Knowledge in Languages, Communication and Culture 50%
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO.
If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.
orcid.org/0000-0002-4929-4797
Cited 
Cited 