624
Views
5
CrossRef citations to date
0
Altmetric
Articles

Agonistic democracy and passionate professional development in teacher-leaders

, ORCID Icon &
Pages 591-606 | Received 02 Mar 2017, Accepted 07 Sep 2017, Published online: 05 Oct 2017

References

  • Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 7–24.
  • Amsler, S. (2015). The education of radical democracy. London: Routledge.
  • Andersen, M., Taylor, H., & Logio, K. (2015). Sociology: The essentials. Stamford, CT: Cengage Learning.
  • Appadurai, A. (2001). Grassroots globalization and the research imagination. In A. Appadurai (Ed.), Globalization (pp. 1–21). Durham, NC: Duke University Press.10.1215/9780822383215
  • Appadurai, A. (2006). Fear of small numbers: An essay on the geography of anger. Durham, NC: Duke University Press.10.1215/9780822387541
  • Atweh, B., Kemmis, S., & Weeks, P. (1998). Action research in practice: Partnership for social justice in education. New York, NY: Routledge.10.4324/9780203268629
  • Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14(8), 1046–1059.
  • Barbour, R. S. & Schostak, J. (2005). Interviewing and focus groups. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 41–48). London: Sage.
  • Barbour, R., & Schostak, J. (2011). Stories from the field – interviewing. In B. Somekh & C. Lewin (Eds.), Theory and methods in social research (2nd ed.). London: Sage.
  • BERA. (2011). Ethical guidelines. Retrieved May, 2016, from https://www.bera.ac.uk/researchers-resources/resources-for-researchers
  • Biesta, G. (2006). Beyond learning: Democratic education for a human future. Boulder, CO: Paradigm Publishers.
  • Biesta, G. (2010). Good education in age of measurement: Ethics, politics, democracy. Boulder, CO: Paradigm Publishers.
  • Biesta, G. (2013). The beautiful risk of education. Boulder, CO: Paradigm Publishers.
  • Blacker, D. (2013). The falling rate of learning and the neoliberal endgame. Winchester: Zero Books.
  • Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York, NY: Basic Books.
  • Brown, W. (2015). Undoing the demos: Neoliberalism’s stealth revolution. Cambridge, MA: MIT Press.
  • Buzan, T., & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximise your brain’s untapped potential. London: Penguin.
  • Cain, T. (2016). Denial, opposition, rejection or dissent: Why do teachers contest research evidence? Research Papers in Education, 32(5), 611–625.
  • Carr, W., & Kemmis, S. (1986). Becoming critical: Educational knowledge and action research. Lewes: Falmer Press.
  • Charmaz, K. (2008). Grounded theory as an emergent method. In S. N. Hesse-Biber, & P. Leavy (Eds.), Handbook of emergent methods (pp. 155–172). New York, NY: Guilford Press.
  • Clarke, M., & Moore, A. (2013). Professional standards, teacher identies and an ethics of singularity. Cambridge Journal of Education, 43(4), 487–500.
  • Connolly, W. (1995). The ethos of pluralization. Minneapolis, MN: University of Minnesota Press.
  • Connolly, W. (2002). Identity\difference: Democratic negotiations of political paradox (2nd ed.). Minneapolis, MN: University of Minnesota Press.
  • Connolly, W. (2004). The ethos of democratization. In S. Critchley & O. Marchart (Eds.), Laclau: A critical reader (pp. 167–181). London and New York: Routledge.
  • Crouch, C. (2004). Post-democracy. Cambridge: Polity Press.
  • Dagenais, C., Lysenko, L., Abrami, P. C., Bernard, R. M., Ramde, J., & Janosz, M. (2012). Use of research-based information by school practitioners and determinants of use: A review of empirical research. Evidence & Policy: A Journal of Research, Debate and Practice, 8(3), 285–309.
  • Davies, W. (2014). The limits of neoliberalism: Authority, sovereignty and the logic of competition. London: Sage.10.4135/9781473906075
  • Davies, B., & Brighouse, T. (2008). Passionate leadership in education. London: Sage Publishing.
  • Dejours, C., & Deranty, J.-P. (2010). The centrality of work. Critical Horizons, 11(2), 167–180.
  • Department for Education. (2015). Carter review of initial teacher training. London: HMSO.
  • Department for Education. (2016). Educational excellence everywhere. London: HMSO.
  • Fenwick, T., & Farrell, L. (2012). Introduction: Knowledge mobilization: The new research imperative. In T. Fenwick & L. Farrell (Eds.), Knowledge mobilization and educational research: Politics, languages and responsibilities (pp. 1–14). London: Routledge.
  • Fielding, M. (2012). Education as if people matter: John Macmurray, community and the struggle for democracy. Oxford Review of Education, 38(6), 675–692.
  • Furedi, F. (2013). Keep the scourge of scientism out of schools. Retrieved from https://www.spiked-online.com/newsite/article/dont_import_the_scourge_of_scientism_into_schools/#.VglDT2RVhBd
  • Gipps, C. (2005). Accountability, testing and the implications for teacher professionalism. In C. Dwyer (Ed.), Measurement and research in the accountability era (pp. 99–111). New York, NY: Routledge.
  • Godfrey, D. (2014). Leadership of schools as research–led organisations in the English educational environment: Cultivating a research–engaged school culture. Educational Management, Administration & Leadership, 44(2), 1–21.
  • Goldacre, B. (2013). Building evidence into education. London: HMSO.
  • Groundwater-Smith, S., & Mockler, N. (2009). Teacher professional learning in an age of compliance: Mind the gap. Dordrecht: Springer.
  • Hammersley, M. (2004). Action research: A contradiction in terms? Oxford Review of Education, 30(2), 165–181.
  • Hammersley, M. (2013). What is qualitative research? London: Continuum/Bloomsbury.
  • Herman, E. S., & Chomsky, N. (1988). Manufacturing consent: The political economy of the mass media. New York, NY: Pantheon Books.
  • Honig, B. (2001). Dead rights, live futures: a reply to Habermas’s ‘constitutional democracy’ Political Theory, 29(6), 792–805.
  • Jones, O. (2015). The establishment: And how they get away with it. London: Penguin.
  • Keane, J. (2009). The life and death of democracy. New York, NY: Norton.
  • Larsen, M. (2010). Troubling the discourse of teacher centrality: A comparative perspective. Journal of Education Policy, 25(2), 207–231.
  • Lather, P. (2004). This is your father’s paradigm: Government intrusion and the case of qualitative research in education. Qualitative Inquiry, 10(1), 15–34.
  • Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34–46.
  • Loh, J., & Hu, G. (2014). Subdued by the system: Neoliberalism and the beginning teacher. Teaching and Teacher Education, 41, 13–21.
  • MacLure, M. (2005). ‘Clarity bordering on stupidity’: Where’s the quality in systematic review? Journal of Education Policy, 20(4), 393–416.
  • Moncrieffe, J. (2011). Relational accountability: Complexities of structural injustice. London: Zed Books.
  • Mouffe, C. (2000). The democratic paradox. London: Verso.
  • Nelson, J., & O’Beirne, C. (2014). Using evidence in the classroom: What works. Slough: NFER.
  • Nutley, S. (2013). Reflections on the mobilisation of education research. In B. Levin, J. Qi, H. Edelstein, & J. Sohn (Eds.), The impact of research in education: An international perspective (pp. 243–262). Bristol: The Policy Press.
  • OECD. (2016). Education at a glance 2016: OECD indicators. Paris: OECD Publishing.
  • Parker, W. (Ed.). (1996). Educating the democratic mind. New York, NY: SUNY Press.
  • Pring, R. (2012). Putting persons back into education. Oxford Review of Education, 38(6), 747–760.
  • Schaap, A. (Ed.). (2009). Law and agonistic politics. Farnham: Ashgate.
  • Schaap, A. (2015). Introduction. In A. Schaap (Ed.), Law and agonistic politics (pp. 1–15). London: Routledge.
  • Sellen, P. (2016). Teacher workload and professional development in England’s secondary schools: Insights from TALIS. London: Education Policy Institute.
  • Simkins, T., Maxwell, B., & Aspinwall, K. (2009). Developing the whole-school workforce in England: Building cultures of engagement. Professional Development in Education, 35(3), 433–450.
  • Stavrakakis, Y. (2007). The Lacanian left. Edinburgh: Edinburgh University Press.10.3366/edinburgh/9780748619801.001.0001
  • Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
  • Stenhouse, L. (1981). What counts as research? British Journal of Educational Studies, 29(2), 103–114.
  • Stenhouse, L. (1988). Artistry and teaching: The teacher as focus of research and development. Journal of Curriculum and Supervision, 4(1), 43–51.
  • Taubman, P. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, NY: Routledge.
  • Thompson, G., & Cook, I. (2013). The logics of good teaching in an audit culture: A Deleuzian analysis. Educational Philosophy and Theory, 45(3), 243–258.
  • Tooley, J., & Darby, D. (1998). Educational research: A critique: A survey of published educational research. London: Ofsted.
  • Vidovich, L. (2009). ‘You don’t fatten the pig by weighing it’: Contradictory tensions in the ‘policy pandemic’ of accountability infecting education. In M. Simons, M. Olssen, & M. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century (pp. 549–567). Rotterdam: Sense Publishers.
  • Wenman, M. (2013). Agonistic democracy: Constituent power in the era of globalisation. Cambridge: Cambridge University Press.10.1017/CBO9780511777158
  • Williams, D., & Coles, L. (2007). Teachers’ approaches to finding and using research evidence: An information literacy perspective. Educational Research, 49(2), 185–206.
  • Woodhead, C. (1998). Academia gone to seed. New Statesman, 20(3), 51–52.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.