'Cinderella' is the dominant metaphor used to describe further education, but this book challenges the deficit metaphor and replaces it with another of the Brothers Grimm's tales, the 'Twelve Dancing Princesses'. The twelve princesses escape from the room they are locked in to dance all through each night. As a metaphor for teaching in FE, this tale suggests the possibility of subversion, of autonomy in teaching and learning, and a collective rather than individualist notion of professionalism, even within repressive contexts. Twelve chapters from twelve experienced practitioners suggest professional development that will culminate in a collective, celebratory alternative. They explore the professional aspirations and commitment to social justice of prospective teacher education students in spite of the current ideological context of FE. They argue for inspiration from critical pedagogy so FE can maintain transformative professional space. They explore the impact of technology on learning, and the physical spaces in which teaching and learning are situated. They challenge the prevailing managerialist use of lesson observation and the resistance and collusion of FE managers. And they propose a notion of professionalism that focuses on educational values rather than market forces.
|Place of Publication||London, UK|
|Number of pages||204|
|Publication status||Published - 1 May 2015|
Daley, M., Orr, K., & Petrie, J. (Eds.) (2015). Further Education and the Twelve Dancing Princesses. IOE Press. http://www.ucl-ioe-press.com/books/higher-education-and-lifelong-learning/further-education-and-the-twelve-dancing-princesses/