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The purpose of this book is to interrupt much of the current rhetoric regarding the engagement of children and young people as consultants on the social and pedagogical practices of schooling. It argues that often giving students a voice in schooling is little more than requiring them to legitimate existing practices as a means of enhancing the marketability of the given school. The text does not limit itself to conditions of school education alone, but broadens the horizons to take in students in higher education, as well as young people in their interactions with cultural institutions and the wider community. It sees its mission as having a liberatory, democratic function engaging young people as active and knowledgeable agents in a wide series of social enterprises. It draws upon a range of cases and includes a range of practical examples for practitioners and researchers.

Education. --- Educational Psychology. --- Sociology of Education. --- Educational Policy and Politics. --- Educational psychology. --- Education --- Psychopédagogie --- Social Sciences --- Theory & Practice of Education --- Educational psychology --- Study and teaching (Higher) --- Psychology, Educational --- Psychology --- Educational policy. --- ducation and state. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Psychology. --- Child psychology --- Education—Psychology. --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Government policy --- Aims and objectives

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Sociology of education --- Didactics --- Technical, artistic and vocational education --- Educational sciences --- onderwijspolitiek --- didactiek --- beroepsopleiding --- onderwijssociologie --- grondwater

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Action research in education --- Teachers --- Teachers --- In-service training --- Training of

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Children's rights --- Participant observation. --- Nontherapeutic Human Experimentation. --- Research Subjects. --- Adolescent. --- Child. --- Enfants --- Observation participante --- Anthropologie de l'éducation --- Research. --- Droits --- Recherche --- Anthropologie --- Professional ethics. Deontology --- Qualitative methods in social research --- Observation participante. --- Anthropologie de l'éducation. --- Recherche. --- Anthropologie. --- Research Subjects --- Adolescent --- Child --- Anthropologie de l'éducation.

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Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ˜hijacked' for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers' work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model - engineered from less enduring materials - to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today's conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.

Sociology of education --- Didactics --- Technical, artistic and vocational education --- Educational sciences --- onderwijspolitiek --- didactiek --- beroepsopleiding --- onderwijssociologie --- grondwater