There is a paradox in contemporary education. It concerns teachers, who have been simultaneously raised to the status of luminary and relegated to position of functionary. There has arisen the fad of the celebrity teacher, and the odd belief that the future of children depends almost exclusively on the pedagogical decisions we make in the classroom – yet we stand meekly by whilst the technocratic and bureaucratic swamp through which we wade strips away our autonomy and authority.
It is incredibly easy to play the piety card in education: to be ‘passionate’ about school improvement,…
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