Full Description
`Cinderella' is the dominant metaphor used to describe further education, but this book challenges the deficit metaphor and replaces it with another of the Brothers Grimm's tales, the `Twelve Dancing Princesses'. The twelve princesses escape from the room they are locked in to dance all through each night. As a metaphor for teaching in FE, this tale suggests the possibility of subversion, of autonomy in teaching and learning, and a collective rather than individualist notion of professionalism, even within repressive contexts.Twelve chapters from twelve experienced practitioners suggest professional development that will culminate in a collective, celebratory alternative. They explore the professional aspirations and commitment to social justice of prospective teacher education students in spite of the current ideological context of FE. They argue for inspiration from critical pedagogy so FE can maintain transformative professional space. They explore the impact of technology on learning, and the physical spaces in which teaching and learning are situated. They challenge the prevailing managerialist use of lesson observation and the resistance and collusion of FE managers. And they propose a notion of professionalism that focuses on educational values rather than market forces. This engaging, accessible and thought-provoking book is essential reading for teacher training courses, postgraduate students, sector researchers, and members of professional bodies and trade unions. If the sector is to be Grimm, asserts this inspirational collection, it should be so on our own terms: powerful, democratic and professional.
Contents
CONTENTSJoel Petrie; 1. Why Teach? Not Afraid to Dance, by Maire Daley; 2. Teaching and ideology, or why aren't we all dancing? A personal view, by Bea Groves; 3. Critical pedagogy in FE, by Rebecca Maxted; 4. Frivolity as resistance? What do the dancing princesses and their shoes that were danced to pieces tell us about risk taking and the potential for pedagogic bungee jumping in FE classrooms?, by Julie Hughes; 5. Spaces to dance: community education, by Jane Weatherby and Lou Mycroft; 6. Breaking free from the regulation of the State: the pursuit to reclaim lesson observation as a tool for professional learning in FE, by Matt O'Leary; 7. Building Colleges for the Future: what the Ugly Sisters have to tell us about FE, by Rob Smith; 8. Reframing professionalism and reclaiming the dance, by Dan Taubman; 9. `The soldier danced with them unseen': Managerial resistance and collusion in FE, by Damien Page; 10. Dancing in Plain Sight, by Doug Rouxel; 11. Action for ESOL: pedagogy, professionalism and politics, by Rob Peutrell; 12. Beyond the Metaphor: Time to take over the castle, by Rania Hafez; Conclusion: Leading a merry dance through times of change and challenge, by Yvonne Hillier; Coda: Writing as resistance, by Kevin Orr; Index
