‘Inspired and assisted’, or ‘berated and destroyed’? Research leadership, management and performativity in troubled times

Research leadership in Australian universities takes place against a backdrop of policy reforms concerned with measurement and comparison of institutional research performance. In particular, the Excellence in Research in Australian initiative undertaken by the Australian Research Council sets out to evaluate research quality in Australian universities, using a combination of expert review process, and assessment of performance against &lsquo;quality indicators&rsquo;. Benchmarking exercises of this sort continue to shape institutional policy and practice, with inevitable effects on the ways in which research leadership, mentoring and practice are played out within university faculties and departments. In an exploratory study that interviewed 32 Australian academics in universities in four Australian states, we asked participants, occupying formal or informal research leadership roles, to comment on their perceptions of research leadership as envisioned and enacted in their particular workplaces. We found a pervasive concern amongst participants that coalesced around binaries characterized in metaphoric terms of &lsquo;carrots and whips&rsquo;. Research leadership was seen by many as managerial in nature, and as such, largely tethered to instrumentalist notions of productivity and performativity, while research cultures were seen as languishing under the demoralizing weight of reward and punishment systems. Here, we consider what is at stake for the future of the academic workforce under such conditions, arguing that new models of visionary research leadership are urgently needed in the &lsquo;troubled times&rsquo; of techno-bureaucratic university reforms.<br /

The professional knowledge that counts in Australian contemporary early childhood teacher education

Australia is typical of many western countries where the provision of quality early childhood services has become a government priority. The government initiatives in Australia include repeated demands for 'well-qualified' early childhood educators. As a result of these demands the preservice preparation of early childhood educators is under intense scrutiny. This scrutiny raises many questions regarding the knowledge base considered to be essential for early childhood educators and leads to further questions about who has the authority to produce this knowledge. This article explores these questions by firstly examining some of the ways Australian early childhood teacher education is situated within the current knowledge environment. This is followed by a discussion regarding the debates about what early childhood educators 'need to know'. The third section of the article traces some of the historical features of Australian early childhood teacher education, for the author argues that contemporary questions about 'which' knowledge is to be included in early childhood teacher education are best understood alongside their historical precedents. The article concludes by considering the implications of the debates for contemporary early childhood teacher education and suggests that a way forward involves reconsidering the traditional binary between theory and practical knowledge

Gifted and talented education: The English policy highway at a crossroads?

Copyright © 2013 by Sage Publications. This is the author's accepted manuscript. The final published article is available from the link below.In 1999, the British government launched an education program for gifted and talented pupils as part of its Excellence in Cities initiative (EiC) that was initially designed to raise the educational achievement of very able pupils in state-maintained secondary schools in inner-city areas. Although some activities targeting gifted children had already been initiated by various voluntary organizations over several previous decades, this was the first time that the topic of improved provision for these pupils had been placed firmly within the national agenda. This article provides the background to the English gifted and talented policy “highway” and an overview of what was expected of schools. How practitioners responded to the policy, their beliefs and attitudes toward identifying gifted and talented pupils, and the opportunities and challenges that arose along the way to the current crossroads are explored. The need to empower teachers to feel more confident in classroom provisions for gifted and talented pupils is identified along with the potentially pivotal role of action research and “pupil voice” in the process of continued professional development and support

Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose

Increasingly, policymakers seek to improve the quality of teaching through curriculum innovations and continuing professional development (CPD) programmes. However, engagement by schools and teachers varies due to mediating influences of neoliberal policies. In this article, we contribute to understanding how these tendencies affect participation. Problematising the notion of context, we examine ways in which systemic influences interacted with participation in a government-funded mathematics professional and curriculum development programme and also with participants’ purposes. A 3-level clustered Randomised Controlled Trial (RCT) and an implementation and process evaluation were augmented by in-depth case studies, cross-case analysis and the application of theoretical constructs to interpret findings. Theories of capital, figured worlds and systemic coupling are utilised to theorise context. Different levels of engagement are partly explainable by: the interaction of schools' relative systemic advantage and disadvantage; their orientation and coupling to performativity regimes; and the alignment or dissonance between continuing professional development or change programmes and the pedagogical and CPD cultures and purposes of the ‘actors’ (schools, departments and teachers). Performativity concerns restricted what were considered legitimate outcomes in some case study schools. This depended on teachers and schools' positioning in terms of relative degrees of systemic privilege or disadvantage - understood as economic, cultural, social and symbolic capital - and also in terms of figured worlds and system coupling. The case studies provide insights into how collaborative professional learning can be fostered more productively. Methodologically, we demonstrate the power of combining methodologies and applying explanatory social theory to augment quasi-experimental paradigms

An ecological exploration of the Internet of Toys in early childhood everyday life

Throughout this chapter, the focus is on the importance of children’s agency in their use of Internet of Toys (IoToys). We think about children’s capabilities as part of digitally mediated eco-communities. Informed by the socio-ecological model, children’s, practitioners’ and parents’ dispositions helped contextualise the factors that shape children’s use of IoToys. We provide the following key messages throughout the chapter: 1.A discussion of passivity or empowerment as part of children’s digital lives with IoToys, in line with Craft’s (2013) work. 2.A reanalysis of perceptions of childhood in the digital age, linking to the sociological models of childhood and the role of children as competent and agentic. 3.An account of socio-ecological influences on digital lives, likened to Rogoff’s (2008) three planes relating to individual, interpersonal and community alongside a discussion of how the interpersonal plane can be reimagined to include interactions between child and machine. 4.A note of caution against the passive child agenda and recurrent moral panic