Teacher Assemblage is a groundbreaking report in the tradition of fieldwork in philosophy, using Michel Foucault’s and Gilles Deleuze’s ideas to better understand how accountability policy affected teachers. The case study examines different vectors of power and demonstrates how teachers interacted with each other, and interacted with their immediate policy environments. This unique book provides readers with grounded insights into Foucault’s and Deleuze’s ideas by paying close attention to the macro- and micro- political worlds of schools as teachers struggle with new forms of performance accountability. The book illustrates ideas of power, politics, and policy with a unique use of surrealist art to illustrate the philosophical ideas at play in the case study. The book will have a wide appeal to teachers, teacher educators, educational researchers, policy and curriculum scholars, art aficionados, and those interested in the thoughts of Michel Foucault and Gilles Deleuze.
Getting involved' in society means becoming a human person by doing something for others and thus being connected to mankind and society. Youngsters who get involved, give meaning to life and develop a feeling of agency. But ‘getting involved’ is not easy. Getting involved’ is necessary for living together, creating democracy and sustainability of a global world. The paradox is that in a modern, multicultural society ‘getting involved’ is even more important than in a traditional, more monocultural society.
‘Getting involved’ relates to various scientific orientations. Political, sociological, psychological and pedagogical questions are at issue, and all of these will be consulted in this volume. The main perspective however remains the issue of identity development relating to ‘getting involved’, and will therefore be psychological.
This book gives a broad overview of current research in the field of moral development and citizenship. It shows the diversity of concepts, research methodologies, and educational practices. The book also shows the influence of local social, cultural and political contexts.
The book can help researchers, teacher educators, politicians and practitioners in finding new and better ways of supporting youngsters in their moral and civic identity development.