Working through the margins: Liberating school education practice and discourse

    Research output: Book chapter/Published conference paperChapter (peer-reviewed)

    Abstract

    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.
    Original languageEnglish
    Title of host publicationProfessional practice discourse Marginalia
    EditorsJoy Higgs, Franziska Trede
    Place of PublicationUnited States
    PublisherSense Publishers
    Chapter14
    Pages115-122
    Number of pages8
    ISBN (Electronic)9789463006002
    ISBN (Print)9789463005982
    DOIs
    Publication statusPublished - 2016

    Publication series

    NamePractice, Education, Work and Society
    Volume10

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  • Cite this

    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