Thinking teacher education through military imaginaries

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2023-04-20 DOI:10.1080/01596306.2023.2200919

R. Bellingham

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Abstract

ABSTRACT This article problematises Initial Teacher Education (ITE) and assessment practices to contribute to the ongoing work of decolonising higher education. It critiques the entanglement of military imaginaries and ITE via a diffractive reading of ITE discourse and policy in the Australian context through military imaginaries in academic and SF literature. In military imaginaries there exists an imperative to enact warfare as ‘target processing’; that is, the essence of warfare is understood to be the operationalisation of a continuous cycle of identification of targets, selection and implementation of pre-determined methodologies to match these targets, followed by measurement of the outcomes of the process. This article considers how current ITE expectations prioritise a similar continuous cycle of selection and implementation of standardised methodologies and measurement of effects; effectively an ideology of ‘teaching as processing’. It examines how this expectation assists in creating certain concerning expectations and disappearances within teaching and education.

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.