I ask questions about the meaning of education and the nature of educational work given global-national transformations in governance and the effects of educational privatisation. My research involves detailed studies of transnational topologies, where novel forms of learning and working affects educational change in Australia, Europe and through cross-national spaces and places -- social webs, networked projects and knowledge-building partnerships. This research agenda is centred by concepts of space-time-context and speaks into the discipline of comparative historical sociologies of learning and governing. Phone: +61 3 9953 3248 Address: Australian Catholic University
Faculty of Education and Arts
Locked Bag 4115 DC
Fitzroy, Victoria 3065
Australia
This latest volume in the World Yearbook of Education Series considers changing space-times of ed... more This latest volume in the World Yearbook of Education Series considers changing space-times of education by asking how they become unevenly textured as our worlds globalise, horizons shift and familiar points of reference melt and are remade. Acknowledging the reach of eco- nomic and cultural change, digital communication, geopolitics and persistent inequalities, the chapters trace processes that are re-making education and societies. Examining the depth of their impact on practices, methods and concepts reveals the significance of knowledge-building and socially embedded forms of reasoning in emerging patterns of educational governance, ped- agogic and policy reforms as well as in lived understandings of self and social worlds. The organisation of the collection into three sections – Making Spaces, Troubling Tem- poralities, and Mobility and Contexts – begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter Taylor and Francis the educational present. This research calls for a revitalised historical sociology and novel forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises: Not for distribution • the unevenness of educational space-times • the making of education as a social institution • the persistence and effects of social embeddedness, eventful space, situated knowl- edge, and geosocial thinking • the present as history and multiple temporalities in education • different registers of transformation that become visible through lenses such as identity, work, citizenship and mobility. The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowl- edge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio- material formations that contribute to educational inequalities and dynamics of difference.
Seddon, T., Bennett, D., Bennett, S., Bobis, J., Harrison, N., & Smith, E. (2013). The topology o... more Seddon, T., Bennett, D., Bennett, S., Bobis, J., Harrison, N., & Smith, E. (2013). The topology of Australian Educational Research. Australian Educational Researcher, 40.
Educators, professionalism and politics offers ways of understanding how and with what consequenc... more Educators, professionalism and politics offers ways of understanding how and with what consequences national systems of education and the work of education professionals are being reregulated in the context of contemporary global transitions. Globalization does not just create transnational organizations, relations and practices; it also transforms nation-states by creating more complex education spaces that impinge on the work of educators and the learning that they enable, globally, nationally and locally.
This volume of the World Yearbook of Education focuses firmly on the educators themselves. It documents the way educators encounter and renegotiate ideas and practices that travel globally as they seek to enact their established professional projects. This framing recognises that educators’ spaces, work and identities are historically anchored in national institutional trajectories, but are both disturbed and renewed as globally mobile ideas and practices "touch down" within national systems of education.
The chapters examine the effect of global transitions on educators and education, and offers new perspectives on educational work in different parts of the world today. They challenge bleak assessments of teacher de-professionalization and idealistic narratives about professional development. Chapters highlight the significance of educators’ occupational boundary work and the resources and networks they mobilize through their professional projects as they make and remake education in national spaces. The volume tracks:
Re-regulatory trajectories evident in national education spaces and their impact on educators;
The way educators renegotiate globally mobile ideas, practices and national institutional trajectories, as they mediate global formations emerging in the national space; and
The kinds of mediations and resources that enable education professionals to engage with the politics of professionalization.
This volume of The World Yearbook of Education will be of great interest to Education researchers, graduate students, teacher educators and education policy-makers.
Large-scale changes in work and education are key features of contemporary global transformations... more Large-scale changes in work and education are key features of contemporary global transformations. On a local scale, these changes affect people's experiences of workplaces that are also learning places, where a significant politics of work plays out. This thought-provoking and empirically researched book questions prevailing debates about compliance in work, education and lifelong learning, and affirms the importance of debate and dissent within the current terms and conditions of work: the politics of working life in a globalised world. It examines the way human service work - teaching, nursing and social work - is being disturbed today and how these disturbances both constrain and enable collective identities in everyday practical politics. The book is structured by three main themes: disturbed work, disturbing work, and transforming politics. Coming to the view that this transforming politics is, at heart, a 'politics of we', it approaches this agenda through detailed empirical research in human service work in Europe, Australia and the USA, as well as through self-reflective theorising about doing academic work cross-nationally, using a distinctive global research methodology. Transforming politics is about the use and effects of power in everyday life. Contemporary global challenges require us to find cultural anchorpoints that support collective agency within a local and global ethic. Using power responsibly as an everyday practice throughout working lives is a way of approaching agency that offers new opportunities to build more sustainable workplaces, work practices and working lives. This book is written for postgraduate students, researchers, policy actors, planners, organisational and community development practitioners, professionals in education, work, and lifelong learning consultants in the US, Europe and Australia.
"This volume considers the ways in which educational research is being shaped by policy across th... more "This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems.
What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas?
The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes:
* globalising policy and research in education
* steering education research in national contexts
* global-local politics of education research.
"Enormous change to Australian education over the past decade has created a maelstrom of debate a... more "Enormous change to Australian education over the past decade has created a maelstrom of debate among politicians, teachers and academics about the direction of education. Beyond Nostalgia: Reforming Australian Education distils this ongoing debate into a concise account of developments in education, and provides a positive framework for finding a way forward. It examines the:
* shifting relationship between government and education
* implications of commercialising education
* broader social factors, such as globalisation, which impact on education
* prospects, challenges and opportunities for Australian education in the new millennium.
With contributions from 12 highly regarded education professionals, this insightful and accessible book is important for policy makers, undergraduate students, academics and educators, as well as anyone concerned with education reform.
The polarised and exclusionary debate about education has created walls of silence. Reconstructing a sensible debate about educational reform is imperative for the long-term future of Australian education and the people, young and old, who pass through it."
A brief narrative description of the journal article, document, or resource. In the late 1980s a ... more A brief narrative description of the journal article, document, or resource. In the late 1980s a new concept entered the educational lexicon in Australia--"award restructuring," or paid training leave for teachers. However, by 1993 the term had disappeared from public view. What began as a new politics of work developed into a complex debate about governance and leadership in Australian education. This book documents both the public and less visible processes in teacher-award restructuring. The book presents the views of state government teacher employers, teacher union officials, and academics in education, and evaluates the outcomes and the long-term significance of the movement. Chapters include the following: (1) "Approaching Teacher Award Restructuring" (Terri Seddon); (2) "The Context of Teacher Award Restructuring" (Terri Seddon); (3) "Teacher Award Restructuring in New South Wales" (Geoff Baldwin and Fenton Sharpe); (4) "Award Restructuring--the Teaching Profession" (Sharan Burrow); (5) "Award Restructuring in Schools: Educational Idealism Versus Political Pragmatism" (Max Angus); (6) "Award Restructuring: A Catalyst in the Evolution of Teacher Professionalism?" (Barbara Preston); and (7) "Whatever Happened to Teacher Award Restructuring?" (Terri Seddon).
ABSTRACT Current research suggests partnerships between universities and schools create learning ... more ABSTRACT Current research suggests partnerships between universities and schools create learning advantages for pre-service and beginning teachers while opening new research avenues and school relationships for academics and universities. This paper argues that these findings are often based on a business-orientated definition of ‘partnership’ and originate from studies that examine partnerships which are frequently based in North America and Europe. Thus, the existing studies often focus on partnerships that create learning advantages, but only in profitable or scalable ways that might lead to formal or enhanced collaborations. This paper critically examines the literature and problematises their findings amongst four case studies of partnerships of various sizes and levels of bureaucracy to determine if the literature’s broader conclusions remain true when applied to less business-driven views of partnerships that consider ‘partnership’ in a broader definition. The paper makes a scholarly contribution by informing the audience of what benefits can come to those involved in school and university partnerships of different sizes, and when not preoccupied with creating partnerships for immediate or potential profit.
ABSTRACT The Australian government now mandates initial teacher education (ITE) providers to form... more ABSTRACT The Australian government now mandates initial teacher education (ITE) providers to form partnerships with schools in order to maintain accreditation. The emphasis on partnerships as the crucial means of improving ITE is not new, and a body of literature from the Australian context describes a vast number of partnerships that have been enacted over the past few decades. In this literature, however, the specific work arrangements and practices of teacher educators are generally overlooked. And yet, it is the work of teacher educators that is critical in initiating and sustaining these partnerships. This paper seeks to address this disparity by employing the theoretical framework of practice architecture to consider the role of the teacher educator in partnership work. We have found that the ways in which the work of teacher educators is constrained in cultural-discursive, material-economic and social-political domains significantly impact the possibility of “enduring” partnerships with schools.
Asia-pacific Journal of Teacher Education, Nov 1, 2006
This paper examines research into initial teacher education in light of current Australian policy... more This paper examines research into initial teacher education in light of current Australian policy initiatives concerned with both the quality of research conducted in higher education and the quality of teacher education programs. The purpose of the paper is to explore some ways ...
The 'blue marble' photograph published in 1972 offered an iconic image of the earth. Take... more The 'blue marble' photograph published in 1972 offered an iconic image of the earth. Take from the Apollo 17 spacecraft at a distance of 45,000 kilometres, it shows a small blue and white planet in the vast darkness of space. That image prompted romantic and sometimes apocalyptic self-understandings of humanity relative to the immensity of the universe. It extended people's horizons and imaginaries from the relational intimacies of families, clans and communities, beyond the bordering and ordering of nation-states, towards the idea of earth as an imaginable social whole - a system that had to be self-sustaining. Such narratives helped to make everyday life knowable and actionable, reminding people of their responsibilities and stewardship of the plant. They prompted scientific debates about extending the geological time-scale beyond the Holocene, the warm period since the end of the last ice age, to recognize the Anthropocene, when human activities leave geological trace...
Complementary therapies have an increasing popularity. This case study explores the experience of... more Complementary therapies have an increasing popularity. This case study explores the experience of a nurse who practises complementary therapies within the health care system where there is a still a widespread of skepticism within the medical profession. It is considered by the nurse that it is a \u27luxury\u27 to include these therapies in nursing practice.<br /
This chapter considers how teacher education and ideas about quality teacher professionalism are ... more This chapter considers how teacher education and ideas about quality teacher professionalism are complicated by contemporary changes in educational governance. We approach teacher education as a multi-scaled assemblage of uneven space-times (McLeod, Sobe, & Seddon, 2018) and document the practice architectures (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer, & Bristol, 2014) and the experienced relationalities, spatialities and temporalities (Barbousas & Seddon, 2018) that teacher educators must navigate if they are to realise TEMAG reforms. We trace the effects of 2014 reforms of teacher education recommended by the Teacher Education Ministerial Advisory Group (TEMAG) and endorsed by the Australian Commonwealth Government in two ways. First, using a policy perspective, we track how TEMAG reforms offered a novel vocabulary that prioritised ‘classroom-ready teachers’ and their preparation through ‘integrated partnerships’ between schools, universities and school systems. We show how that discourse, privileging partnerships, created regulatory discursive arrangements that were not specifically Australian, but an expression of the global trajectory towards network governance in education. Second, we illustrate how that trajectory towards network governance was realised in Australia through space-times that bridged between education policy and practice. We illustrate some of the space-times that are unfolding between levels of government, regulatory agencies and as professional teacher educators engage with schools. We suggest this respatialisation of teacher education raises significant questions about ‘who knows’ teacher education.
This latest volume in the World Yearbook of Education Series considers changing space-times of ed... more This latest volume in the World Yearbook of Education Series considers changing space-times of education by asking how they become unevenly textured as our worlds globalise, horizons shift and familiar points of reference melt and are remade. Acknowledging the reach of eco- nomic and cultural change, digital communication, geopolitics and persistent inequalities, the chapters trace processes that are re-making education and societies. Examining the depth of their impact on practices, methods and concepts reveals the significance of knowledge-building and socially embedded forms of reasoning in emerging patterns of educational governance, ped- agogic and policy reforms as well as in lived understandings of self and social worlds. The organisation of the collection into three sections – Making Spaces, Troubling Tem- poralities, and Mobility and Contexts – begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter Taylor and Francis the educational present. This research calls for a revitalised historical sociology and novel forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises: Not for distribution • the unevenness of educational space-times • the making of education as a social institution • the persistence and effects of social embeddedness, eventful space, situated knowl- edge, and geosocial thinking • the present as history and multiple temporalities in education • different registers of transformation that become visible through lenses such as identity, work, citizenship and mobility. The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowl- edge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio- material formations that contribute to educational inequalities and dynamics of difference.
Seddon, T., Bennett, D., Bennett, S., Bobis, J., Harrison, N., & Smith, E. (2013). The topology o... more Seddon, T., Bennett, D., Bennett, S., Bobis, J., Harrison, N., & Smith, E. (2013). The topology of Australian Educational Research. Australian Educational Researcher, 40.
Educators, professionalism and politics offers ways of understanding how and with what consequenc... more Educators, professionalism and politics offers ways of understanding how and with what consequences national systems of education and the work of education professionals are being reregulated in the context of contemporary global transitions. Globalization does not just create transnational organizations, relations and practices; it also transforms nation-states by creating more complex education spaces that impinge on the work of educators and the learning that they enable, globally, nationally and locally.
This volume of the World Yearbook of Education focuses firmly on the educators themselves. It documents the way educators encounter and renegotiate ideas and practices that travel globally as they seek to enact their established professional projects. This framing recognises that educators’ spaces, work and identities are historically anchored in national institutional trajectories, but are both disturbed and renewed as globally mobile ideas and practices "touch down" within national systems of education.
The chapters examine the effect of global transitions on educators and education, and offers new perspectives on educational work in different parts of the world today. They challenge bleak assessments of teacher de-professionalization and idealistic narratives about professional development. Chapters highlight the significance of educators’ occupational boundary work and the resources and networks they mobilize through their professional projects as they make and remake education in national spaces. The volume tracks:
Re-regulatory trajectories evident in national education spaces and their impact on educators;
The way educators renegotiate globally mobile ideas, practices and national institutional trajectories, as they mediate global formations emerging in the national space; and
The kinds of mediations and resources that enable education professionals to engage with the politics of professionalization.
This volume of The World Yearbook of Education will be of great interest to Education researchers, graduate students, teacher educators and education policy-makers.
Large-scale changes in work and education are key features of contemporary global transformations... more Large-scale changes in work and education are key features of contemporary global transformations. On a local scale, these changes affect people's experiences of workplaces that are also learning places, where a significant politics of work plays out. This thought-provoking and empirically researched book questions prevailing debates about compliance in work, education and lifelong learning, and affirms the importance of debate and dissent within the current terms and conditions of work: the politics of working life in a globalised world. It examines the way human service work - teaching, nursing and social work - is being disturbed today and how these disturbances both constrain and enable collective identities in everyday practical politics. The book is structured by three main themes: disturbed work, disturbing work, and transforming politics. Coming to the view that this transforming politics is, at heart, a 'politics of we', it approaches this agenda through detailed empirical research in human service work in Europe, Australia and the USA, as well as through self-reflective theorising about doing academic work cross-nationally, using a distinctive global research methodology. Transforming politics is about the use and effects of power in everyday life. Contemporary global challenges require us to find cultural anchorpoints that support collective agency within a local and global ethic. Using power responsibly as an everyday practice throughout working lives is a way of approaching agency that offers new opportunities to build more sustainable workplaces, work practices and working lives. This book is written for postgraduate students, researchers, policy actors, planners, organisational and community development practitioners, professionals in education, work, and lifelong learning consultants in the US, Europe and Australia.
"This volume considers the ways in which educational research is being shaped by policy across th... more "This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems.
What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas?
The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes:
* globalising policy and research in education
* steering education research in national contexts
* global-local politics of education research.
"Enormous change to Australian education over the past decade has created a maelstrom of debate a... more "Enormous change to Australian education over the past decade has created a maelstrom of debate among politicians, teachers and academics about the direction of education. Beyond Nostalgia: Reforming Australian Education distils this ongoing debate into a concise account of developments in education, and provides a positive framework for finding a way forward. It examines the:
* shifting relationship between government and education
* implications of commercialising education
* broader social factors, such as globalisation, which impact on education
* prospects, challenges and opportunities for Australian education in the new millennium.
With contributions from 12 highly regarded education professionals, this insightful and accessible book is important for policy makers, undergraduate students, academics and educators, as well as anyone concerned with education reform.
The polarised and exclusionary debate about education has created walls of silence. Reconstructing a sensible debate about educational reform is imperative for the long-term future of Australian education and the people, young and old, who pass through it."
A brief narrative description of the journal article, document, or resource. In the late 1980s a ... more A brief narrative description of the journal article, document, or resource. In the late 1980s a new concept entered the educational lexicon in Australia--"award restructuring," or paid training leave for teachers. However, by 1993 the term had disappeared from public view. What began as a new politics of work developed into a complex debate about governance and leadership in Australian education. This book documents both the public and less visible processes in teacher-award restructuring. The book presents the views of state government teacher employers, teacher union officials, and academics in education, and evaluates the outcomes and the long-term significance of the movement. Chapters include the following: (1) "Approaching Teacher Award Restructuring" (Terri Seddon); (2) "The Context of Teacher Award Restructuring" (Terri Seddon); (3) "Teacher Award Restructuring in New South Wales" (Geoff Baldwin and Fenton Sharpe); (4) "Award Restructuring--the Teaching Profession" (Sharan Burrow); (5) "Award Restructuring in Schools: Educational Idealism Versus Political Pragmatism" (Max Angus); (6) "Award Restructuring: A Catalyst in the Evolution of Teacher Professionalism?" (Barbara Preston); and (7) "Whatever Happened to Teacher Award Restructuring?" (Terri Seddon).
ABSTRACT Current research suggests partnerships between universities and schools create learning ... more ABSTRACT Current research suggests partnerships between universities and schools create learning advantages for pre-service and beginning teachers while opening new research avenues and school relationships for academics and universities. This paper argues that these findings are often based on a business-orientated definition of ‘partnership’ and originate from studies that examine partnerships which are frequently based in North America and Europe. Thus, the existing studies often focus on partnerships that create learning advantages, but only in profitable or scalable ways that might lead to formal or enhanced collaborations. This paper critically examines the literature and problematises their findings amongst four case studies of partnerships of various sizes and levels of bureaucracy to determine if the literature’s broader conclusions remain true when applied to less business-driven views of partnerships that consider ‘partnership’ in a broader definition. The paper makes a scholarly contribution by informing the audience of what benefits can come to those involved in school and university partnerships of different sizes, and when not preoccupied with creating partnerships for immediate or potential profit.
ABSTRACT The Australian government now mandates initial teacher education (ITE) providers to form... more ABSTRACT The Australian government now mandates initial teacher education (ITE) providers to form partnerships with schools in order to maintain accreditation. The emphasis on partnerships as the crucial means of improving ITE is not new, and a body of literature from the Australian context describes a vast number of partnerships that have been enacted over the past few decades. In this literature, however, the specific work arrangements and practices of teacher educators are generally overlooked. And yet, it is the work of teacher educators that is critical in initiating and sustaining these partnerships. This paper seeks to address this disparity by employing the theoretical framework of practice architecture to consider the role of the teacher educator in partnership work. We have found that the ways in which the work of teacher educators is constrained in cultural-discursive, material-economic and social-political domains significantly impact the possibility of “enduring” partnerships with schools.
Asia-pacific Journal of Teacher Education, Nov 1, 2006
This paper examines research into initial teacher education in light of current Australian policy... more This paper examines research into initial teacher education in light of current Australian policy initiatives concerned with both the quality of research conducted in higher education and the quality of teacher education programs. The purpose of the paper is to explore some ways ...
The 'blue marble' photograph published in 1972 offered an iconic image of the earth. Take... more The 'blue marble' photograph published in 1972 offered an iconic image of the earth. Take from the Apollo 17 spacecraft at a distance of 45,000 kilometres, it shows a small blue and white planet in the vast darkness of space. That image prompted romantic and sometimes apocalyptic self-understandings of humanity relative to the immensity of the universe. It extended people's horizons and imaginaries from the relational intimacies of families, clans and communities, beyond the bordering and ordering of nation-states, towards the idea of earth as an imaginable social whole - a system that had to be self-sustaining. Such narratives helped to make everyday life knowable and actionable, reminding people of their responsibilities and stewardship of the plant. They prompted scientific debates about extending the geological time-scale beyond the Holocene, the warm period since the end of the last ice age, to recognize the Anthropocene, when human activities leave geological trace...
Complementary therapies have an increasing popularity. This case study explores the experience of... more Complementary therapies have an increasing popularity. This case study explores the experience of a nurse who practises complementary therapies within the health care system where there is a still a widespread of skepticism within the medical profession. It is considered by the nurse that it is a \u27luxury\u27 to include these therapies in nursing practice.<br /
This chapter considers how teacher education and ideas about quality teacher professionalism are ... more This chapter considers how teacher education and ideas about quality teacher professionalism are complicated by contemporary changes in educational governance. We approach teacher education as a multi-scaled assemblage of uneven space-times (McLeod, Sobe, & Seddon, 2018) and document the practice architectures (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer, & Bristol, 2014) and the experienced relationalities, spatialities and temporalities (Barbousas & Seddon, 2018) that teacher educators must navigate if they are to realise TEMAG reforms. We trace the effects of 2014 reforms of teacher education recommended by the Teacher Education Ministerial Advisory Group (TEMAG) and endorsed by the Australian Commonwealth Government in two ways. First, using a policy perspective, we track how TEMAG reforms offered a novel vocabulary that prioritised ‘classroom-ready teachers’ and their preparation through ‘integrated partnerships’ between schools, universities and school systems. We show how that discourse, privileging partnerships, created regulatory discursive arrangements that were not specifically Australian, but an expression of the global trajectory towards network governance in education. Second, we illustrate how that trajectory towards network governance was realised in Australia through space-times that bridged between education policy and practice. We illustrate some of the space-times that are unfolding between levels of government, regulatory agencies and as professional teacher educators engage with schools. We suggest this respatialisation of teacher education raises significant questions about ‘who knows’ teacher education.
questions were couched in relation to AVETRA and what counted as acceptable practice within this ... more questions were couched in relation to AVETRA and what counted as acceptable practice within this new professional organisation of VET researchers. The second annual conference of AVETRA, held at RMIT in Melbourne, was an appropriate time to reflect on these questions, to canvas the dilemmas experience by AVETRA members and to clarify directions for the future of research in VET. My paper provided the opportunity to consider these issues in more depth. I organised the paper as a way of reflecting concerns in AVETRA back to the membership, making my contribution a vehicle for feedback and for thinking about the work that might be tackled within AVETRA to advance VET research. Importantly, my aim in shaping the paper in this way was to permit multiple voices within the AVETRA membership to be heard in the debate about VET research as a way of clarifying the profile and enhancing the capacity of this VET research community. To this end, first I conducted a straw poll of AVETRA members b...
A thorough analysis of change in Australian education; featuring contributions from 12 education ... more A thorough analysis of change in Australian education; featuring contributions from 12 education professionals, it examines the effects of reform and restructuring throughout the sector to thereby map the possibilities for the ongoing redesign of Australian education.
Globalising processes are shifting the established nation-building project of twentieth-century n... more Globalising processes are shifting the established nation-building project of twentieth-century national education systems. This historic axis between education and territorialised state power is being re-spatialised and remade as a globally networked, lifelong learning educational order. Political sociology of education theorises these de- and re-territorialising trajectories; yet the practical processes of remaking educational spaces are less well documented. The concept of ‘boundary work’ provides a lens for understanding the interplay between political and sociological processes that remake educational spaces over time and scale. Analysing two visions of education at the start of the twentieth and twenty-first centuries, I track the shifting configuration of actors and processes involved in boundary work. I argue that educational spaces are ‘things of boundaries’ and lifelong learning reforms indicate processes of boundary work involving emergent educational actors: ‘professionals-who-educate’.
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Books by Terri Seddon
The organisation of the collection into three sections – Making Spaces, Troubling Tem- poralities, and Mobility and Contexts – begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter
Taylor and Francis
the educational present. This research calls for a revitalised historical sociology and novel
forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises:
Not for distribution
• the unevenness of educational space-times
• the making of education as a social institution
• the persistence and effects of social embeddedness, eventful space, situated knowl-
edge, and geosocial thinking
• the present as history and multiple temporalities in education
• different registers of transformation that become visible through lenses such as
identity, work, citizenship and mobility.
The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowl- edge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio- material formations that contribute to educational inequalities and dynamics of difference.
This volume of the World Yearbook of Education focuses firmly on the educators themselves. It documents the way educators encounter and renegotiate ideas and practices that travel globally as they seek to enact their established professional projects. This framing recognises that educators’ spaces, work and identities are historically anchored in national institutional trajectories, but are both disturbed and renewed as globally mobile ideas and practices "touch down" within national systems of education.
The chapters examine the effect of global transitions on educators and education, and offers new perspectives on educational work in different parts of the world today. They challenge bleak assessments of teacher de-professionalization and idealistic narratives about professional development. Chapters highlight the significance of educators’ occupational boundary work and the resources and networks they mobilize through their professional projects as they make and remake education in national spaces. The volume tracks:
Re-regulatory trajectories evident in national education spaces and their impact on educators;
The way educators renegotiate globally mobile ideas, practices and national institutional trajectories, as they mediate global formations emerging in the national space; and
The kinds of mediations and resources that enable education professionals to engage with the politics of professionalization.
This volume of The World Yearbook of Education will be of great interest to Education researchers, graduate students, teacher educators and education policy-makers.
What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas?
The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes:
* globalising policy and research in education
* steering education research in national contexts
* global-local politics of education research.
* shifting relationship between government and education
* implications of commercialising education
* broader social factors, such as globalisation, which impact on education
* prospects, challenges and opportunities for Australian education in the new millennium.
With contributions from 12 highly regarded education professionals, this insightful and accessible book is important for policy makers, undergraduate students, academics and educators, as well as anyone concerned with education reform.
The polarised and exclusionary debate about education has created walls of silence. Reconstructing a sensible debate about educational reform is imperative for the long-term future of Australian education and the people, young and old, who pass through it."
Papers by Terri Seddon
The organisation of the collection into three sections – Making Spaces, Troubling Tem- poralities, and Mobility and Contexts – begins to map out an ambitious project. It calls on education researchers and professionals to write the present as history by grasping the socio-spatial, historical and political dimensions and effects that frame, form and filter
Taylor and Francis
the educational present. This research calls for a revitalised historical sociology and novel
forms of comparative education that can provide productive insights, inform creative problem solving and suggest practical directions for education. This agenda recognises:
Not for distribution
• the unevenness of educational space-times
• the making of education as a social institution
• the persistence and effects of social embeddedness, eventful space, situated knowl-
edge, and geosocial thinking
• the present as history and multiple temporalities in education
• different registers of transformation that become visible through lenses such as
identity, work, citizenship and mobility.
The World Yearbook of Education 2018 continues the project of compiling worldwide research on globalising education. These volumes offer a powerful commentary on how and why space-times of education are changing and emphasise the importance of forms of knowl- edge that materialise categories of professionals, policies and practices. This volume will be of interest to academics, professionals and policymakers in education and social policy, and also to scholars who engage in historical studies of education and debates about the socio- material formations that contribute to educational inequalities and dynamics of difference.
This volume of the World Yearbook of Education focuses firmly on the educators themselves. It documents the way educators encounter and renegotiate ideas and practices that travel globally as they seek to enact their established professional projects. This framing recognises that educators’ spaces, work and identities are historically anchored in national institutional trajectories, but are both disturbed and renewed as globally mobile ideas and practices "touch down" within national systems of education.
The chapters examine the effect of global transitions on educators and education, and offers new perspectives on educational work in different parts of the world today. They challenge bleak assessments of teacher de-professionalization and idealistic narratives about professional development. Chapters highlight the significance of educators’ occupational boundary work and the resources and networks they mobilize through their professional projects as they make and remake education in national spaces. The volume tracks:
Re-regulatory trajectories evident in national education spaces and their impact on educators;
The way educators renegotiate globally mobile ideas, practices and national institutional trajectories, as they mediate global formations emerging in the national space; and
The kinds of mediations and resources that enable education professionals to engage with the politics of professionalization.
This volume of The World Yearbook of Education will be of great interest to Education researchers, graduate students, teacher educators and education policy-makers.
What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas?
The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes:
* globalising policy and research in education
* steering education research in national contexts
* global-local politics of education research.
* shifting relationship between government and education
* implications of commercialising education
* broader social factors, such as globalisation, which impact on education
* prospects, challenges and opportunities for Australian education in the new millennium.
With contributions from 12 highly regarded education professionals, this insightful and accessible book is important for policy makers, undergraduate students, academics and educators, as well as anyone concerned with education reform.
The polarised and exclusionary debate about education has created walls of silence. Reconstructing a sensible debate about educational reform is imperative for the long-term future of Australian education and the people, young and old, who pass through it."