Thinking teacher education through military imaginaries: A diffractive and decolonising reading.
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 throug...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 44; no. 6; pp. 813 - 829 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174566511&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174566511 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2023 vid: 44 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 174566511 10.1080/01596306.2023.2200919 ppf: 813 ppct: 16 formats: fmt: @attributes: type: P size: 1.4MB tig: atl: Thinking teacher education through military imaginaries: A diffractive and decolonising reading. aug: au: Bellingham, Robin affil: School of Education, Deakin University, Burwood, Australia. su: Military education Teacher education Decolonization Policy discourse Higher education Ideology Australian literature Military ethics sug: subj: Military education Teacher education Decolonization Policy discourse Higher education Ideology Australian literature Military ethics keyword: Decolonising education diffractive reading initial teacher education militarism in education teaching performance assessment ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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