Stephen Ball calls for a new kind of teacher and a new form of professionalism built on collaboration and cooperative action. It is posted by BERA’s blog: http://berarespectingchildren.wordpress.com and is an edited extract from Professor Stephen Ball’s report for CLASS, the Centre for Labour and Social studies, which was published in September 2013.
Please follow the link to the BERA site here for the full post:
Education, justice and democracy: the struggle over ignorance and opportunity.
I have included some of Ball’s work in my PhD thesis, particularly his use of the word ‘performativity’. First used by Lyotard (1984), Ball defines it as:
a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change based on rewards and sanctions (both material and symbolic). (2003:216)
The use of the word performativity links hegemonic practices with industrial models to achieve measurable efficiency, resulting in a culture that:
requires individual practitioners to organise themselves as a response to targets, indicators and evaluations, to set aside personal beliefs and commitments and live an existence of calculation’. (2003:215)
Lucas (2007) describes the learning environment for student teachers within the lifelong learning sector as both ‘expansive’ and ‘restrictive’. He describes an expansive learning environment as a place where there are opportunities to engage in
multiple communities of practice at and beyond the workplace, access to a multidimensional approach to the acquisition of expertise, and the opportunity to pursue knowledge-based courses and qualifications. (2007:99)
Although there are opportunities for teachers in the lifelong learning sector to collaborate and co-operate more commonly they are located within small teams. The effect of this restrictive environment can be uncertainty, resistance to risk taking, and lack of confidence in their professional knowledge and practice. Moreover, in the case of student teachers there are also restrictions placed by a teacher education curriculum that has been part of a state apparatus transferring largely uncontroversial professional standards (Simmons and Thompson 2007). While the standards referred to by Simmons and Thompson were the FENTO standards, their replacement, the LLUK New Overarching Professional Standards (LLUK 2006) continued (until their revocation in 2013) continued to restrict student teachers to a set of criteria aimed at experienced teachers (Crawley 2012). Furthermore Ellis (2010), referring to schoolteacher education, sees the landscape of teacher education as a process of acculturation to the
existing practices of the setting with an emphasis on the reproduction of routinised behaviours and the development of bureaucratic virtues such as compliance and the collection of evidence. (2010:106)
I do hope that the Professional Standards for Teachers and Trainers in England will inspire those of us working with teachers and in the lifelong learning sector to join the projects for democracy and community building, and certainly it is teacher educators who can inculcate the products and processes of collaboration and co-operative action through the initial teacher education curriculum.