‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development

Woodford, M ORCID: https://orcid.org/0000-0001-8892-6913, Clapham, A ORCID: https://orcid.org/0000-0001-5066-134X and Serret, N ORCID: https://orcid.org/0000-0002-8105-1699, 2023. ‘Pedagogic oppression’: the need for emancipation through contradiction in teacher professional development. Professional Development in Education. ISSN 1941-5257

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Abstract

Whilst teacher professional development exists in an arena of competing discourses it is commonly underpinned by a dualistic philosophical perspective. Some argue that professional development could be improved within the dualist perspective whilst others suggest a monistic alternative championing unity and connection. In this paper we argue that there are consequences to professional development experienced in a dualistic system which we term ‘pedagogic oppression’. We suggest that this pedagogic oppression takes place when Hegelian contradiction (the inability of anything to be identical with itself) is obscured in professional development. We claim that this pedagogic oppression reveals confusion around the purpose of professional development, reveals shortcomings in its scope, and reveals a deep dissatisfaction in teachers’ self-perceptions. This paper utilises reflexive thematic analysis generated from interviews with five experienced teachers of mathematics. We identify how a Hegelian understanding of opposition, experience and expertise can reveal pedagogic oppression and explore the consequences. Not only do we suggest that there is a need for a wider perspective of our understanding of professional development, but we also argue that professional development should be founded on principles which enable the revelation of contradiction - revelations that bring about pedagogic emancipation.

Item Type:	Journal article
Publication Title:	Professional Development in Education
Creators:	Woodford, M., Clapham, A. and Serret, N.
Publisher:	Taylor & Francis (Routledge)
Date:	1 February 2023
ISSN:	1941-5257
Identifiers:	Number Type 10.1080/19415257.2023.2174164 DOI 1637427 Other
Rights:	This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 1 February 2023, available at: http://www.tandfonline.com/10.1080/19415257.2023.2174164
Divisions:	Schools > Nottingham Institute of Education
Record created by:	Laura Ward
Date Added:	23 Jan 2023 10:17
Last Modified:	01 Aug 2024 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/48033

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