Chapter 3.7: Teacher Education for Maladjustment: Teaching Teachers to Gallop and Canter Through the Corridors

  • Deborah Bentley
Chapter

Abstract

In 2009 I published research which documented the impact of a Freirian approach to initial teacher education in a College in the North West of England. The findings indicated that the initiative was highly successful in facilitating a process of conscientization; empowering the teachers involved and transforming both their practice and relationships within their professional communities. This Paper adopts an interesting approach in exploring whether those same teachers have continued to demand ‘the freedom to create and to construct, to wonder and to venture’ (Freire 1970: 52) and apply transformational methodologies in their practice and professional communities in the longer term.

Notes

Acknowledgements

My thanks go to: Clare Winder, Janet Winnard, Nigel Dotteridge, Rose Jenkins and Julie Youngs for the fabulous times we have had together, and for those we have yet to have. Drew Bentley and Rose Kendrick for their endless patience, your value is incalculable. My co-participants in this study for the insights they have so generously shared, thank you for giving me renewed hope. Manda Scott and Paul Francis and their tribes, just so they are aware of how far their influence reaches. And finally, to Paulo Freire for being courageous enough to raise his voice, and for showing us how to do it too.

References

  1. Aronowitz, S. (1998). Introduction. In P. Freire (Ed.), Pedagogy of freedom: Ethics, democracy and civic courage. Lanham: Rowman & Littlefield.Google Scholar
  2. Bentley, D. (2009). Daring to teach teachers: Passion, politics and philosophy in post compulsory teacher education. In Y. Appleby & C. Banks (Eds.), Looking back and moving forward: Reflecting on our practice as teacher educators. Preston: University of Central Lancashire.Google Scholar
  3. Clark, P. (1998). Translator’s notes. In P. Freire (Ed.), Pedagogy of freedom: Ethics, democracy and civic courage. Lanham: Rowman & Littlefield.Google Scholar
  4. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum Publishing.Google Scholar
  5. Freire, P. (1974). Education for critical consciousness. London: Sheed & Ward.Google Scholar
  6. Freire, P. (1994). Pedagogy of hope. New York: Continuum Publishing.Google Scholar
  7. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Lanham, Maryland: Rowman & Littlefield.Google Scholar
  8. Freire, P. (2009). Teachers as cultural workers: Letters to those who dare teach. Boulder: Westview Press.Google Scholar
  9. Goulet, D. (1974). Introduction. In P. Freire (Ed.), Education for critical consciousness. London: Sheed & Ward.Google Scholar
  10. Macedo, D. (1998). Foreward. In P. Freire (Ed.), Pedagogy of freedom: Ethics, democracy and civic courage. Lanham: Rowman & Littlefield.Google Scholar
  11. McLaren, P. (2009). Preface: A pedagogy for life. In P. Freire (Ed.), Teachers as cultural workers: Letters to those who dare teach. Boulder: Westview Press.Google Scholar
  12. Rogers, C. (1978). On personal power: Inner strength and its revolutionary impact. London: Constable.Google Scholar
  13. Shaull, R. (1970). Introduction. In P. Freire (Ed.), Pedagogy of the oppressed. New York: Continuum Publishing.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Deborah Bentley
    • 1
  1. 1.Independent researchPrestonUK

Personalised recommendations