Evolution de la consommation de maïs au cours du gavage et incidence sur la production de foie gras chez le canard de Barbarie

International audienc

Locating post-16 professionalism: public spaces as dissenting spaces

Locating post-16 professionalism explores the ways in which teachers in the UK and the USA engaged in digitally mediated communication incidentally narrate their professional selves during extended exchanges about the process of post-qualification registration. Drawing on a theoretical framework derived from participatory democracy, the study is mindful of how citizens in public spaces express support or opposition to government policies. During their extended and intense discussion, the teachers involved discuss who legitimately defines and what justifiably bestows professional status. The paper is intent on questioning the location of professionalism rather than its definition. This spatial dimension is central to the argument that unfolds. Teacher professionalism is most frequently positioned within the classroom; a space that was once conceived as offering scope for strategic compliance. More recently, the classroom has become conceptualised as a diminutive space enabling of little more than teacher survival through tactical resistance. My argument is that teacher professionalism may also be located in other spaces, spaces that allow teachers to transcend the scripted pedagogies of the classroom. In these other spaces, teacher professionalism is located within open critique, defiance and dissent, which allow teachers to extend their pedagogic focus and explore dimensions of professionalism that matter to them: what it means, how and by whom it is conferred

An appetite for transcendence: A response to Doris Santoro’s and Samuel Rocha’s review of the beautiful risk of education

I am grateful for the generous reading Doris Santoro and Samuel Rocha offer of my book The Beautiful Risk of Education. Giving their review article the title ‘The Beautiful Risk of Teaching’ sounds right to me, because when I use the word ‘education’ I nowadays seldom have an amorphous process in mind, but most of the time am thinking of a set up where there is a teacher teaching something to someone. This simple formula – a teacher teaching something to someone – actually opens up a whole universe of complexity and beauty, and the main ambition of my book has been to provide some insights into this universe