Search results for: Simons Maarten
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What – If Anything – Do Standards Do in Education? Topological Registrations of Standardising Work in Teacher Education
This article is interested in the doings of educational standards. Accordingly, the authors follow a strange and peculiar thing and traces how it gets to work in localised practices. Building on Bruno Latour’s exercises of socio-technical analysis, various modes to register and describe these practices are being put to the test.
Updated: Jul. 23, 2014
This article focuses on the challenge that could be broadly termed as ‘the digitisation of academic work’. However, this article stresses the concrete composition of academic work without making any general presumptions regarding how the university looks at present. The article concludes that it makes not much sense any more to talk about academic practice in terms of humans or non-humans, material or digital, etc. Instead, perhaps it makes more sense to speak of actors in academic practice as being human-digital.
Updated: Jul. 23, 2014
Two different ways of thinking the public meaning of school education are derived from Arendt’s text on the crisis in education. In the first, the school is conceived of as the space/time of introduction, having a public role in giving access to the public sphere. In the second line of thinking, the school is by itself a public space/time: a space/time of suspension and profanation.
Updated: May. 25, 2010
Teacher Professionalism in Flemish Policy on Teacher Education: A Critical Analysis of The Decree on Teacher Education (2006) in Flanders, Belgium
This paper uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the 'form of problematisation' (Foucault) that is enacted in the texts of the Decree. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organizational framing of institutes for teacher education.
Updated: Feb. 12, 2009