Year-end Sale % OFF 
Abstract
Informed by Martin Buber's notions of I-It and I-Thou relationships, this paper examines the problematic and contested issues of emancipation and empowerment in schooling. Specifically, it explores what happens when teachers and students collaborate when observing lessons and commenting on teaching practice in the imagined space of the self-improving school system. Within this space, it examines the challenges and complexities of establishing I-Thou teacher-student relationships, and the potential for creative dissonance in such situations. Finally, it explores the idea that the self-improving school could become a place where teachers and students create a space for mutual dialogue about collaborative research in the classroom – in other words, a place where classroom practice is democratically 'top-down' teacher-led and 'bottom-up' student-informed.
Highlights
Disguised the UK government’s policies for educational reform may appear, they are about the first creed of universal market fundamentalism, and the belief that competition between schools will raise overall levels of pupil achievement and drive up standards in education (Ball, 2013; Clarke, 2012; Hurley, 2013; Sammons, 2008)
Informed by Martin Buber’s best-known work, I andThou (Ich and Du), this paper examines the dynamic nature of the school improvement journey, when it involves the problematic and contested emancipation and empowerment of teachers and students as research partners in the classroom
To understand how collaborative partnerships of schools might evolve into the imagined selfimproving school systems, the dynamics of collaborative partnership will need to be examined in more detail.The journey towards school self-improvement will involve more than just identifying and sharing ‘good practice’ in, and between, schools
Summary
Disguised the UK government’s policies for educational reform may appear, they are about the first creed of universal market fundamentalism, and the belief that competition between schools will raise overall levels of pupil achievement and drive up standards in education (Ball, 2013; Clarke, 2012; Hurley, 2013; Sammons, 2008). Prescribed I-It strategies, which typify intervention and the ‘turnaround’ of schools, include a preference for the top-down imposition of ‘proven’ managerial-led solutions to deliver improvements in teaching practice and student learning; strategies that usually say to the student, ‘we know what is best for you, your job is to listen and do as you’re told’ (Wilkins, 2011: 132) When recognizing that they are trapped in this position, the challenge for schools is to discover ways of moving towards a situation where pedagogy is top-down teacher-led and bottom-up student-informed. A series of semi-structured interviews were conducted with the teacher, the student observers, and the critical friend; and some creative vignettes were written by the students with the intention of providing a different perspective upon the events
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
