THE CHANGING ROLES OF TEACHERS: SERVING THE PUBLIC INTEREST? by - Daria Buese; Linda Valli
Teacher roles in a high-stakes accountability climate are examined in this paper. Through interviews with teachers and principals between 2002 and 2005, and case studies of three schools in 2004-2005, we established that teachers ’ roles changed in response to policies aimed at improving student achievement. Teachers ’ roles increased in number as they were asked to do more things, intensified as policy-driven directives increased responsibility for work done in the classroom, and expanded in scope as teachers were held responsible for more collaboration outside of the classroom. Through examining how teachers responded to one pervasive instructional directive, “differentiated instruction,...
.1 Critical Spirituality as a Resource for Fostering Critical Pedagogy
Two central assertions are made in this article. The first is that our present historical moment is marked by the ever-increasing cultural, social, demographic and epistemic complexity. The second is that even though a number of pedagogies have been developed in response to this complexity most fall short in terms of the practi-cal implementation of their own theoretical and ethical principles. Unsettling Changes As ever increasing complexities, together with cer-tain contemporary unsettling historical processes (glob-alisation, postmodernism, new information and com-munication technologies, environmental changes, etc.) have gotten rid of some old certainties (progress, devel-opment, absolute truth) an empty space is created...
Guest worker programs and - Peter H. Sawchuk; Arlo Kempf
Towards a foundation for understanding the complex pedagogies of transnational labour
The ‘Mathematically Able Child ’ in Primary Mathematics Education: A Discursive Approach - Fiona Walls
Grouping according to perceptions of ability is widely used in the teaching of mathematics in many countries. These practices may be viewed as operating within discursive complexes concerned with the mathematically able child. This paper uses Foucault’s theories of discourse to argue that such a child is discursively produced, and that the differentiating pedagogies that characterise mathematics teaching in many New Zealand primary schools are supported within such discourse. It investigates the dispositif surrounding the ‘mathematically able child’, and considers implications of dominant discursive accounts of mathematical ability for young learners. In her evaluation of research about assessment in mathematics...