Beyond cynicism, comfort radicalism and emancipatory practice: FE teachers

James Avis

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The modern day prince seeks to bend public sector professionals to serve his needs. Numerous strategies have been put in place to secure this outcome, amongst which we find those of audit, performativity and surveillance. However, such practices do not easily secure the prince’s interests as they call forth all manner of resistances in an attempt to shape compliant subjectivities and identities. Such practices are working on ‘obstinately resistant material’ (Johnson, 1979). The wise prince will adjust his strategy accordingly and may indeed draw upon a rhetoric of professionalism, autonomy and empowerment thereby enabling the public sector worker and FE teacher to gain an illusionary sense of control, and even radicalism. If this teacher autonomy is located in the classroom or educational institution it can veer towards a form of comfort radicalism that whilst seeking to challenge the status quo does so only in appearance. In this way the Prince’s interests will be secured. The trick is to conceive of education as the starting point and that by necessity we need to develop an expansive politics that extends well beyond education and consequently moves beyond cynicism towards revolutionary practice.
LanguageEnglish
Title of host publicationThe Principal
Subtitle of host publicationPower and Professionalism in FE
EditorsMaire Daley, Kevin Orr, Joel Petrie
Place of PublicationLondon
PublisherUCL Institute of Education Press
Chapter21
Pages95-202
Number of pages8
ISBN (Print)9781858568447
Publication statusPublished - 4 Sep 2017

Fingerprint

radicalism
public sector
teacher
autonomy
educational institution
audit
subjectivity
surveillance
empowerment
education
rhetoric
worker
classroom
politics

Cite this

Avis, J. (2017). Beyond cynicism, comfort radicalism and emancipatory practice: FE teachers. In M. Daley, K. Orr, & J. Petrie (Eds.), The Principal: Power and Professionalism in FE (pp. 95-202). London: UCL Institute of Education Press.
Avis, James. / Beyond cynicism, comfort radicalism and emancipatory practice : FE teachers. The Principal: Power and Professionalism in FE. editor / Maire Daley ; Kevin Orr ; Joel Petrie. London : UCL Institute of Education Press, 2017. pp. 95-202
@inbook{cc882f2f067b4bf39eb20e8d8d2b4aa3,
title = "Beyond cynicism, comfort radicalism and emancipatory practice: FE teachers",
abstract = "The modern day prince seeks to bend public sector professionals to serve his needs. Numerous strategies have been put in place to secure this outcome, amongst which we find those of audit, performativity and surveillance. However, such practices do not easily secure the prince’s interests as they call forth all manner of resistances in an attempt to shape compliant subjectivities and identities. Such practices are working on ‘obstinately resistant material’ (Johnson, 1979). The wise prince will adjust his strategy accordingly and may indeed draw upon a rhetoric of professionalism, autonomy and empowerment thereby enabling the public sector worker and FE teacher to gain an illusionary sense of control, and even radicalism. If this teacher autonomy is located in the classroom or educational institution it can veer towards a form of comfort radicalism that whilst seeking to challenge the status quo does so only in appearance. In this way the Prince’s interests will be secured. The trick is to conceive of education as the starting point and that by necessity we need to develop an expansive politics that extends well beyond education and consequently moves beyond cynicism towards revolutionary practice.",
author = "James Avis",
year = "2017",
month = "9",
day = "4",
language = "English",
isbn = "9781858568447",
pages = "95--202",
editor = "Maire Daley and Orr, {Kevin } and Joel Petrie",
booktitle = "The Principal",
publisher = "UCL Institute of Education Press",

}

Avis, J 2017, Beyond cynicism, comfort radicalism and emancipatory practice: FE teachers. in M Daley, K Orr & J Petrie (eds), The Principal: Power and Professionalism in FE. UCL Institute of Education Press, London, pp. 95-202.

Beyond cynicism, comfort radicalism and emancipatory practice : FE teachers. / Avis, James.

The Principal: Power and Professionalism in FE. ed. / Maire Daley; Kevin Orr; Joel Petrie. London : UCL Institute of Education Press, 2017. p. 95-202.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Beyond cynicism, comfort radicalism and emancipatory practice

T2 - FE teachers

AU - Avis, James

PY - 2017/9/4

Y1 - 2017/9/4

N2 - The modern day prince seeks to bend public sector professionals to serve his needs. Numerous strategies have been put in place to secure this outcome, amongst which we find those of audit, performativity and surveillance. However, such practices do not easily secure the prince’s interests as they call forth all manner of resistances in an attempt to shape compliant subjectivities and identities. Such practices are working on ‘obstinately resistant material’ (Johnson, 1979). The wise prince will adjust his strategy accordingly and may indeed draw upon a rhetoric of professionalism, autonomy and empowerment thereby enabling the public sector worker and FE teacher to gain an illusionary sense of control, and even radicalism. If this teacher autonomy is located in the classroom or educational institution it can veer towards a form of comfort radicalism that whilst seeking to challenge the status quo does so only in appearance. In this way the Prince’s interests will be secured. The trick is to conceive of education as the starting point and that by necessity we need to develop an expansive politics that extends well beyond education and consequently moves beyond cynicism towards revolutionary practice.

AB - The modern day prince seeks to bend public sector professionals to serve his needs. Numerous strategies have been put in place to secure this outcome, amongst which we find those of audit, performativity and surveillance. However, such practices do not easily secure the prince’s interests as they call forth all manner of resistances in an attempt to shape compliant subjectivities and identities. Such practices are working on ‘obstinately resistant material’ (Johnson, 1979). The wise prince will adjust his strategy accordingly and may indeed draw upon a rhetoric of professionalism, autonomy and empowerment thereby enabling the public sector worker and FE teacher to gain an illusionary sense of control, and even radicalism. If this teacher autonomy is located in the classroom or educational institution it can veer towards a form of comfort radicalism that whilst seeking to challenge the status quo does so only in appearance. In this way the Prince’s interests will be secured. The trick is to conceive of education as the starting point and that by necessity we need to develop an expansive politics that extends well beyond education and consequently moves beyond cynicism towards revolutionary practice.

UR - https://www.ucl-ioe-press.com/books/higher-education-and-lifelong-learning/the-principal/

M3 - Chapter

SN - 9781858568447

SP - 95

EP - 202

BT - The Principal

A2 - Daley, Maire

A2 - Orr, Kevin

A2 - Petrie, Joel

PB - UCL Institute of Education Press

CY - London

ER -

Avis J. Beyond cynicism, comfort radicalism and emancipatory practice: FE teachers. In Daley M, Orr K, Petrie J, editors, The Principal: Power and Professionalism in FE. London: UCL Institute of Education Press. 2017. p. 95-202