Care of the profession: teacher professionalism and learning beyond performance and compliance

References

• AITSL (Australian Institute for Teaching and School Leadership). 2011. Australian Professional Standards for Teachers. AITSL. https://www.aitsl.edu.au/teach/standards.
   Google Scholar
• AITSL (Australian Institute for Teaching and School Leadership). 2012a. Australian Charter for the Professional Learning of Teachers and School Leaders. AITSL. https://www.aitsl.edu.au/tools-resources/resource/australian-charter-for-the-professional-learning-of-teachers-and-school-leaders.
   Google Scholar
• AITSL (Australian Institute for Teaching and School Leadership). 2012b. Australian Teacher Performance and Development Framework. AITSL. https://www.aitsl.edu.au/tools-resources/resource/australian-teacher-performance-and-development-framework.
   Google Scholar
• Baird, J., and V. Elliott. 2018. “Metrics in Education—Control and Corruption.” Oxford Review of Education 44 (5): 533–544. https://doi.org/10.1080/03054985.2018.1504858.
   Web of Science ®Google Scholar
• Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228. https://doi.org/10.1080/0268093022000043065.
   Web of Science ®Google Scholar
• Ball, S. J. 2016. “Subjectivity as a Site of Struggle: Refusing Neoliberalism?” British Journal of Sociology of Education 37 (8): 1129–1146. https://doi.org/10.1080/01425692.2015.1044072.
   Web of Science ®Google Scholar
• Ball, S. J. 2017. Foucault as Educator. Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-50302-8.
   Google Scholar
• Ball, S. J., and A. Olmedo. 2013. “Care of the Self, Resistance and Subjectivity Under Neoliberal Governmentalities.” Critical Studies in Education 54 (1): 85–96. https://doi.org/10.1080/17508487.2013.740678.
   Web of Science ®Google Scholar
• Barnes, D. 1976. From Communication to Curriculum. Harmondsworth: Penguin.
   Google Scholar
• Biesta, G. 2015. “What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism.” European Journal of Education 50 (1): 75–87. https://doi.org/10.1111/ejed.12109.
   Web of Science ®Google Scholar
• Biesta, G. 2017. “Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education.” Educational Philosophy and Theory 49 (4): 315–330. https://doi.org/10.1080/00131857.2015.1048665.
   Web of Science ®Google Scholar
• Blackburn, J. 1985. Ministerial Review of Postcompulsory Schooling. Report, Vol. 1. (The Blackburn Report). Melbourne: The Review. Available at: https://www.voced.edu.au/content/ngv%3A39068.
   Google Scholar
• Boomer, G., edited by 1982. Negotiating the Curriculum: A Teacher-Student Partnership. Sydney, NSW: Ashton Scholastic.
   Google Scholar
• Brass, J., and J. Holloway. 2021. “Re-Professionalizing Teaching: The New Professionalism in the United States.” Critical Studies in Education 62 (4): 519–536. https://doi.org/10.1080/17508487.2019.1579743.
   Web of Science ®Google Scholar
• Cochran-Smith, M., and Boston College Evidence Team. 2009. “‘Re-culturing’ Teacher Education: Inquiry, Evidence, and Action.” Journal of Teacher Education 60 (5): 458–468. https://doi.org/10.1177/0022487109347206.
   Google Scholar
• Cochran-Smith, M., and S. L. Lytle. 2009. Inquiry as Stance: Practitioner Research in the Next Generation. New York: Teachers College Press.
   Google Scholar
• Comber, B. 2012. “Mandated Literacy Assessment and the Reorganisation of Teachers’ Work: Federal Policy, Local Effects.” Critical Studies in Education 53 (2): 119–136. https://doi.org/10.1080/17508487.2012.672331.
   Web of Science ®Google Scholar
• Connell, R. 2009. “Good Teachers on Dangerous Ground: Towards a New View of Teacher Quality and Professionalism.” Critical Studies in Education 50 (3): 213–229. https://doi.org/10.1080/17508480902998421.
   Google Scholar
• Connell, R. 2013. “The Neoliberal Cascade and Education: An Essay on the Market Agenda and Its Consequences.” Critical Studies in Education 54 (2): 99–112. https://doi.org/10.1080/17508487.2013.776990.
   Web of Science ®Google Scholar
• Dadvand, B., and H. Cuervo. 2020. “Pedagogies of Care in Performative Schools.” Discourse: Studies in the Cultural Politics of Education 41 (1): 139–152. https://doi.org/10.1080/01596306.2018.1486806.
   Web of Science ®Google Scholar
• DES (Department of Education and Science). 1975. A Language for Life. London: HMSO.
   Google Scholar
• Dixon, J. 1970. Growth Through English: Set in the Perspective of the Seventies. London: Oxford University Press.
   Google Scholar
• Doecke, B., P. Gill, T. Hayes, H. Howells, M. Maher, and P. Martin. 2019. “‘There Was Another way’: Conversations About the Original VCE English Study Design.” Idiom 55 (3): Special Issue.
   Google Scholar
• Doecke, B., and G. Parr. 2011. “The National Mapping of Teacher Professional Learning Project: A Multidimensional Space?” English in Australia 46 (2): 9–19.
   Web of Science ®Google Scholar
• Doecke, B. A., A. Turvey, and J. Yandell. 2016. “Memory/History.” Changing English 23 (2): 95–97. https://doi.org/10.1080/1358684X.2016.1162961.
   Web of Science ®Google Scholar
• Eagleton, T. 1983. Literary Theory: An Introduction. Oxford: Blackwell.
   Google Scholar
• Erll, A. 2008. “Cultural Memory Studies: An Introduction.” In A Companion to Cultural Memory Studies: An International and Interdisciplinary Handbook, edited by A. Erll, A. Nunning, and S. Young, 1–15. Berlin: De Gruyter. https://doi.org/10.1515/9783110207262.0.1.
   Google Scholar
• Evetts, J. 2011. “A New Professionalism? Challenges and Opportunities.” Current Sociology 59 (4): 406–422. https://doi.org/10.1177/0011392111402585.
   Web of Science ®Google Scholar
• Fordham, R. 1984. Curriculum Development and Planning in Victoria (Ministerial Paper 6). Ministry of Education: Victoria. Available at: https://digitised-collections.unimelb.edu.au/bitstream/handle/11343/191156/scpp-01078-vic-1984.pdf.
   Google Scholar
• Foucault, M. 1985. The Uses of Pleasure. London: Penguin.
   Google Scholar
• Foucault, M. 1990. The History of Sexuality, Volume 3: The Care of the Self. London: Penguin.
   Google Scholar
• Foucault, M. 1997a. “On the Genealogy of Ethics: An Overview of Work in Progress.” Translated by R. Hurley. In Ethics, Subjectivity and Truth, and P. Rabinow, 253–280. London, UK: Penguin.
   Google Scholar
• Foucault, M. 1997b. “Technologies of the Self, and R. Hurley. In Ethics, Subjectivity and Truth, In edited by P. Rabinow, 223–251. London, UK: Penguin.
   Google Scholar
• Gherardi, S., and G. Rodeschini. 2016. “Caring as a Collective Knowledgeable Doing: About Concern and Being Concerned.” Management Learning 47 (3): 266–284. https://doi.org/10.1177/1350507615610030.
   Web of Science ®Google Scholar
• Gibbons, S. 2009. “Lessons from the Past?” English Teaching: Practice & Critique 8 (1): 64–75. http://education.waikato.ac.nz/research/files/etpc/files/2009v8n1art4.pdf.
   Web of Science ®Google Scholar
• Gibbons, S. 2016. “W(h)ither the Radicals?” English in Education 50 (1): 35–43. https://doi.org/10.1111/eie.12092.
   Web of Science ®Google Scholar
• Gibbons, S. 2017. English and Its Teachers: A History of Policy, Pedagogy and Practice. Abingdon, Oxon: NATE/Routledge. https://doi.org/10.4324/9781315669366.
   Google Scholar
• Gilbert, P. 1989. Writing, Schooling and Deconstruction: From Voice to Text in the Classroom. London: Routledge.
   Google Scholar
• Goodson, I. F. 2009. “Educational Voices: Life Stories and Life Histories.” Educational Practice and Theory 31 (1): 5–18. https://doi.org/10.7459/ept/31.1.02.
   Google Scholar
• Goodson, I. F. 2014. “Investigating the Life and Work of Teachers.” Eesti Haridusteaduste Ajakiri 2 (2): 28–47. https://doi.org/10.12697/eha.2014.2.2.02b.
   Google Scholar
• Goodson, I., and P. Sikes. 2016. “Techniques for Doing Life History.” In The Routledge International Handbook on Narrative and Life History, edited by I. Goodson, A. Antikainen, P. Sikes, and M. Andrews, 72–88. London: Routledge. https://doi.org/10.4324/9781315768199.
   Google Scholar
• Green, B., and P. Cormack. 2015. “Historical Inquiry in Literacy Education: Calling on Clio.” In The Routledge Handbook of Literacy Studies, edited by J. Rowsell and K. Pahl, 185–204. Abingdon, Oxon: Routledge.
   Google Scholar
• Groundwater-Smith, S., and N. Mockler. 2009. Teacher Professional Learning in an Age of Compliance: Mind the Gap. Dordrecht, The Netherlands: Springer.
   Google Scholar
• Hardcastle, J., and J. Yandell. 2018. “‘Even the Dead Will Not Be Safe’: The Long War Over School English.” Language and Intercultural Communication 18 (5): 562–575. https://doi.org/10.1080/14708477.2018.1501849.
   Web of Science ®Google Scholar
• Hirsch, M., and V. Smith. 2002. “Feminism and Cultural Memory: An Introduction.” Signs: Journal of Women in Culture & Society 28 (1): 1–19. http://www.jstor.org/stable/10.1086/340890.
   Web of Science ®Google Scholar
• Holloway, J., and J. Brass. 2017. “Making Accountable Teachers: The Terrors and Pleasures of Performativity.” Journal of Education Policy 33 (3): 361–382. https://doi.org/10.1080/02680939.2017.1372636.
   Web of Science ®Google Scholar
• Howells, H. 2003. “Teacher Professionalism and Curriculum Power: A Cautionary Tale.” English in Australia 136 (2) :27–39.
   Google Scholar
• Kemmis, S. 2019. A Practice Sensibility: An Invitation to the Theory of Practice Architectures. Singapore: Springer Singapore. https://doi.org/10.1007/978-981-32-9539-1.
   Google Scholar
• Kemmis, S., and T. Smith. 2008a. “Personal Praxis: Learning Through Experience.” In Enabling Praxis, edited by S. Kemmis and T. Smith, 15–35. Rotterdam, The Netherlands: Sense. https://doi.org/10.1163/9789087903275_003.
   Google Scholar
• Kemmis, S., and T. Smith. 2008b. “Praxis and Praxis Development.” In Enabling Praxis, edited by S. Kemmis and T. Smith, 3–13. Rotterdam, The Netherlands: Sense. https://doi.org/10.1163/9789087903275_002.
   Google Scholar
• Kemmis, S., J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grootenboer, and L. Bristol. 2014. Changing Practices, Changing Education. Singapore: Springer Singapore. https://doi.org/10.1007/978-981-4560-47-4.
   Google Scholar
• Kostogriz, A., and B. Doecke. 2013. “The Ethical Practice of Teaching Literacy: Accountability or Responsibility?” Australian Journal of Language & Literacy 36 (2): 90–98. https://doi.org/10.1007/BF03651914.
   Google Scholar
• Kostogriz, A., B. Doecke, and B. Illesca. 2010. “Seeing ‘Things’ Differently: Recognition, Ethics, Praxis.” English Teaching: Practice & Critique 9 (2): 89–98. http://education.waikato.ac.nz/research/files/etpc/files/2010v9n2dial1.pdf.
   Web of Science ®Google Scholar
• Kuhn, A. 2007. “Photography and Cultural Memory: A Methodological Exploration.” Visual Studies 22 (3): 283–292. https://doi.org/10.1080/14725860701657175.
   Google Scholar
• Locke, T. 2007. Resisting Qualifications Reforms in New Zealand: The English Study Design as Constructive Dissent. Rotterdam, The Netherlands: Sense. https://doi.org/10.1163/9789087902179.
   Google Scholar
• Maguire, M. 2017. “Reforming Teacher Education in England—An Economy of Discourses of Truth.” In A Companion to Research in Teacher Education, edited by M. A. Peters, B. Cowie, and I. Menter, 48–493. Singapore: Springer. https://doi.org/10.1007/978-981-10-4075-7_32.
   Google Scholar
• Mason, J. 2018. Qualitative Researching. 3rd ed. London: Sage.
   Google Scholar
• Mayer, D., and M. Mills. 2021. “Professionalism and Teacher Education in Australia and England.” European Journal of Teacher Education 44 (1): 45–61. https://doi.org/10.1080/02619768.2020.1832987.
   Web of Science ®Google Scholar
• MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs). 2008. Melbourne Declaration on Educational Goals for Young Australians. MCEETYA. http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf.
   Google Scholar
• McKnight, L. 2016. “Meet the Phallic Teacher: Designing Curriculum and Identity in a Neoliberal Imaginary.” The Australian Educational Researcher 43 (4): 473–486. https://doi.org/10.1007/s13384-016-0210-y.
   Web of Science ®Google Scholar
• McKnight, L., and A. A. Morgan. 2019. “A Broken Paradigm? What Education Needs to Learn from Evidence-Based Medicine.” Journal of Education Policy 35 (5): 648–664. https://doi.org/10.1080/02680939.2019.1578902.
   Web of Science ®Google Scholar
• Medway, P., J. Hardcastle, G. Brewis, and D. Crook. 2014. English Teachers in a Postwar Democracy: Emerging Choice in London Schools, 1945–1965. New York: Palgrave Macmillan US. https://doi.org/10.1057/9781137005144.
   Google Scholar
• Mellor, B., and A. Patterson. 1996. Investigating Texts. Cottesloe, Western Australia: Chalkface Press.
   Google Scholar
• Mockler, N. 2013. ““Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity.” Australian Journal of Teacher Education 38 (10): 35–47. https://doi.org/10.14221/ajte.2013v38n10.8.
   Google Scholar
• Noddings, N. 2012. “The Caring Relation in Teaching.” Oxford Review of Education 38 (6): 771–781. https://doi.org/10.1080/03054985.2012.745047.
   Web of Science ®Google Scholar
• Noddings, N. 2013. Caring: A Relational Approach to Ethics and Moral Education. 2nd ed. Berkeley: University of California Press.
   Google Scholar
• Parr, G. 2010. Inquiry-Based Professional Learning: Speaking Back to Standards-Based Reforms. Mt Gravatt, QLD: Post Pressed.
   Google Scholar
• Parr, G., S. Bulfin, R. Castaldi, E. Griffiths, and C. Manuel. 2015. “On Not Becoming ‘A Mere Empirical existence’: Exploring ‘Who’ and ‘What’ Narratives in Pre-Service English teachers’ Writing.” Cambridge Journal of Education 45 (2): 133–148. https://doi.org/10.1080/0305764X.2014.930416.
   Web of Science ®Google Scholar
• Petrosky, A. 1998. “Insiders and Outsiders: Teaching Standards, National Certification Assessment, and Professional Development.” English in Australia 122 (2) :45–55.
   Google Scholar
• Polkinghorne, D. E. 2004. Practice and the Human Sciences: The Case for a Judgment-Based Practice of Care. Albany, New York: SUNY. https://doi.org/10.1353/book4849.
   Google Scholar
• Radstone, S. 2011. “What Place is This? Transcultural Memory and the Locations of Memory Studies.” Parallax 17 (4): 109–123. https://doi.org/10.1080/13534645.2011.605585.
   Web of Science ®Google Scholar
• Reimer, K., M. Kaukko, S. Windsor, K. Mahon, and S. Kemmis, eds. 2023. Living Well in a World Worth Living in for All. Singapore: Springer. https://doi.org/10.1007/978-981-19-7985-9.
   Google Scholar
• Rowe, E. E., and A. Skourdoumbis. 2019. “Calling for ‘Urgent National Action to Improve the Quality of Initial Teacher Education’: The Reification of Evidence and Accountability in Reform Agendas.” Journal of Education Policy 34 (1): 44–60. https://doi.org/10.1080/02680939.2017.1410577.
   Web of Science ®Google Scholar
• Sahlberg, P. 2015. Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?. 2nd ed. New York: Teachers College Press.
   Google Scholar
• Santoro, N., J. Reid, D. Mayer, and M. Singh. 2013. “Teacher Knowledge: Continuing Professional Learning.” Asia-Pacific Journal of Teacher Education 41 (2): 123–125. https://doi.org/10.1080/1359866X.2013.777326.
   Web of Science ®Google Scholar
• Smagorinsky, P. 2009. “Is It Time to Abandon the Idea of ‘Best Practices’ in the Teaching of English?” The English Journal 98 (6): 15–22.
   Google Scholar
• Snyder, I. 2008. The Literacy Wars: Why Teaching Children to Read and Write is a Battleground in Australia. Crows Nest, NSW: Allen & Unwin.
   Google Scholar
• Tarpey, P. 2018. Developing Professional Memory: A Case Study of London English Teaching (1965–1975). Leiden: Brill Sense. https://doi.org/10.1163/9789004380745.
   Google Scholar
• Turbill, J. 2002. “The Four Ages of Reading Philosophy and Pedagogy: A Framework for Examining Theory and Practice.” Reading Online 5 (6): 1–12.
   Google Scholar
• Wescott, S. 2021. “What an English Teacher Knows: Teaching in the Post-Truth Era.” Changing English 28 (1): 118–130. https://doi.org/10.1080/1358684X.2020.1859357.
   Web of Science ®Google Scholar
• Wilkinson, J. 2022. Educational Leadership Through a Practice Lens: Practice Matters. Singapore: Springer. https://doi.org/10.1007/978-981-16-7629-1.
   Google Scholar
• Yandell, J. 2019. “English Teachers and Research: Becoming Our Own Experts.” Changing English 26 (4): 430–441. https://doi.org/10.1080/1358684X.2019.1649087.
   Web of Science ®Google Scholar