The power of one? Conditions which challenge managerial professional development practices

Hardy, Ian (2014) The power of one? Conditions which challenge managerial professional development practices. Discourse (Abingdon): Studies in the cultural politics of education, 35 4: 499-512. doi:10.1080/01596306.2013.871229

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Author Hardy, Ian
Title The power of one? Conditions which challenge managerial professional development practices
Journal name Discourse (Abingdon): Studies in the cultural politics of education   Check publisher's open access policy
ISSN 0159-6306
Publication date 2014-01-06
Year available 2014
Sub-type Article (original research)
DOI 10.1080/01596306.2013.871229
Open Access Status File (Author Post-print)
Volume 35
Issue 4
Start page 499
End page 512
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Formatted abstract
This paper draws upon Bourdieu's concepts of habitus, capital and field to better understand and appreciate the conditions which encouraged the productive professional development (PD) practices of one very capable teacher working in a secondary school in the British Midlands. Rather than celebrating this teacher's practices and perspective as evidence of the capacity of the heroic individual to overcome sometimes adverse circumstances, this paper reveals how the experiences of this teacher can be understood as an instance of the socially situated self, engaged by and engaging in an alternative politics to that associated with more managerial conceptions of teacher learning. This research calls for a cautious approach to those renderings of educational practice which construe the creative potential of the habitus, without sufficient regard for the actual conditions which contribute towards this creativity. In this way, this paper is presented not as an example of how one teacher overcame significant barriers to substantive learning practices – as a morality tale for other, individual educators to emulate – but as a provocation to suggest how some teachers' access to professional/community resources helps them sustain a clear focus on substantive learning.
Keyword Teacher professional development
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 06 Jan 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 1 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 2 times in Scopus Article | Citations
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Created: Sat, 29 Mar 2014, 00:48:10 EST by Ms Kathleen Mcleod on behalf of School of Education