By Lindsay Kerr
One of the major planks of conservative Ontario foremost Mike Harris's Nineties platform was once schooling reform. Amid a sea of authentic experiences, coverage files and 'expert' evaluations on schooling, although, the voices of exact school room lecturers have been tough to discover. This omission is redressed in Lindsay Kerr'sBetween worrying & Counting. via a spotlight crew of present-day secondary university academics in Toronto, Kerr offers a passionate account of the unassailably unfavourable adjustments affecting secondary schooling and academics' work.
From a serious feminist standpoint and utilizing institutional ethnography, Kerr situates the matter in schooling squarely as a clash among an 'accounting good judgment' and 'an ethic of care on the centre of schooling practice.' She exposes paradoxes inherent in schooling reform equivalent to the rise of presidency keep watch over while that govt investment for schooling decreases. She additionally connects academic restructuring to adjustments within the energy family of gender, category and race around the public schooling process. those neighborhood adjustments, she reveals, don't mirror sound pedagogy however the imperatives of neoliberal globalization.
Counteracting melancholy with wish, Kerr explores self-reflexive feedback for teacher-educators to workout business enterprise of their lives and to proceed to paintings towards a simply and equitable public schooling system.
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Additional resources for Between Caring & Counting: Teachers Take on Education Reform
Previous experience teaching in vocational schools carries over into a concern for what happens to those students under the recent changes. ’ Diversions from the standard curriculum bring her classes alive through student projects connecting mathematics with the magic of numbers and with art, to which end she engages in personal research on her own time. Helena comments on the ‘amazing projects’ Rachel’s students have produced. Due to time pressures in the new curriculum, she laments the loss of this creative aspect of her teaching practice and the connection it affords with students.
Closer to home in Quebec City, protesters converged in opposition to the Summit of the Americas in April 2001, where they were confronted with a heavy police presence and a concrete barricade wall marking the socio-ideological divide. Represented among the protesters were teacher-activists. In order to make sense of women/teachers’ everyday lives and work it is necessary to pay attention to the international political economy (Pettman, 1996). Third world feminists such as Chandra Mohanty and Vandana Shiva argue convincingly that it is women workers in the third world who are most negatively affected by globalization.
People (in this case teachers), operating with dual consciousness and ‘lacking access to the original site or the original events, are committed, as a course of listening, to the palimpset of the layered reported speech and its one-way dialogic’ (1999, p. 181). Thus people are drawn into participating in sustaining ruling operations, sometimes unbeknownst to themselves and/or against their own interests. With the advent of new technologies, the proliferation and replicablility of text-mediated relations are facilitated, objectifying teachers and instrumentalizing their work.