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Working through the Margins

Liberating School Education Practice and Discourse

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Professional Practice Discourse Marginalia

Part of the book series: Practice, Education, Work and Society ((PEWS))

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Abstract

To what extent is the regulatory discourse of school education informed by practice-based theory and best practice scholarship? How can this discourse limit practice? What marginal freedoms can school leaders and teachers pursue despite these regulatory limitations? Should leaders and schools limit their practice by acceding to the policy and procedure dictates or should practice discourse be informed by sound teaching philosophies grounded in real practice? These questions frame the key content and arguments covered in this chapter.

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Author information

Authors and Affiliations

  1. Head of Innovation and Development in Teaching and Learning, Catholic Education Office, Sydney, Australia

    Tony Patton MEd(Lead)

  2. Adjunct Senior Research Fellow, The Education For Practice Institute, Charles Sturt University, Australia

    Tony Patton MEd(Lead)

Authors
  1. Tony Patton MEd(Lead)
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Editor information

Editors and Affiliations

  1. The Education For Practice Institute, Charles Sturt University, Australia

    Joy Higgs

  2. The Education For Practice Institute, Charles Sturt University, Australia

    Franziska Trede

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© 2016 Sense Publishers

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Patton, T. (2016). Working through the Margins. In: Higgs, J., Trede, F. (eds) Professional Practice Discourse Marginalia. Practice, Education, Work and Society. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-600-2_14

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  • DOI: https://doi.org/10.1007/978-94-6300-600-2_14

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-600-2

  • eBook Packages: EducationEducation (R0)

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