To what extent is the regulatory discourse of school education informed by practice-based theory and best practice scholarship? How can this discourse limit practice? What marginal freedoms can school leaders and teachers pursue despite these regulatory limitations? Should leaders and schools limit their practice by acceding to the policy and procedure dictates or should practice discourse be informed by sound teaching philosophies grounded in real practice? These questions frame the key content and arguments covered in this chapter.
|Title of host publication||Professional practice discourse Marginalia|
|Editors||Joy Higgs, Franziska Trede|
|Place of Publication||United States|
|Number of pages||8|
|Publication status||Published - 2016|
|Name||Practice, Education, Work and Society|
Patton, A. (2016). Working through the margins: Liberating school education practice and discourse. In J. Higgs, & F. Trede (Eds.), Professional practice discourse Marginalia (pp. 115-122). (Practice, Education, Work and Society; Vol. 10). Sense Publishers. https://doi.org/10.1007/978-94-6300-600-2_14