03 SES 04 A, Can Educational Knowledge Be Powerful? Part 1
Symposium to be continued in 03 SES 06 A
Courses in the foundations of education have long been sidelined and continue to be at risk in many teacher education programs across the United States while, in England, the foundation disciplines have become increasingly marginalised (Whitty 2014). This is due to accreditation requirements and teacher education reforms that privilege practice (reductively conceived) over the research and theory that helps teachers to think critically about what Sadovnik, Cookson and Semel (2013) refer to as the ‘what’ and ‘why’ behind the most pressing issues in contemporary education. The ‘decline of foundations’ has been happening across both countries for at least two decades. In the United States, a neoliberal educational agenda emphasising markets and accountability has resulted in outcomes based curricula and performance-based assessments such as edTPA, alternative certification routes modelled after Teach for America and the NYC Teaching Fellows, and university based alternative programs such as Relay Graduate School of Education that either reduce or eliminate content in foundations of education. In England, meanwhile, we have seen the introduction of School Direct and other forms of school-based teacher education, in addition to accreditation only routes and the development of Teach First. This has been accompanied by a barrage of criticism of university schools of education and, until recently, policies intent on undermining university-led teacher education. In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice. We look critically at the struggle foundations disciplines often experience with coherence and integration in terms of both their relation to each other and to broader (philosophical or sociological, for example) thought. Finally, we begin to rethink foundations more as a (strong, disciplinary) region rather than a singular or a set of singulars (to use Bernstein’s terms), although one that is rather different from other regions. In doing so, we conclude that Bernstein’s work, in providing a rich lens to understand curricula and pedagogic practice while holding social and political issues and implications close, is a useful exemplar of the type of educational knowledge which should be at the core of the foundations of education.
Sadovnik, A.R., Cokson, P.W., & Semel, S.F. (2013). Exploring education: An introduction to the foundations of education (4th ed). New York: Routledge Whitty, G. (2014). Recent developments in teacher training and their consequences for the ‘University Project’ in education. Oxford Review of Education, 40 (4), 466-481.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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