Abstract
Applying two concepts, that of ‘critical professionalism’ and ‘professional capital’ (Appleby, Pilkington, Developing critical professional practice in education NIACE. Available free via http://www.learningandwork.org.uk/our-resources/downloadable-publications. Or directly at http://www.learningandwork.org.uk/resource/developing-critical-professional-practice-in-education/, 2014), I suggest that we can shift away from the prevailing view of ‘educators as producers’ with its emphasis on disempowerment and performativity. The paper introduces these two terms as a stimulus for practitioners and suggests that by framing ourselves as practitioners with a value for organisations and our clients, as facilitators and co-constructors of learning, we can renegotiate the professional contract and take ownership for the development of our professional capital. This can be achieved by engaging with the behaviours and practices of critical professionalism.
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References
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Pilkington, R. (2018). Chapter 3.1: Reconceptualising Practitioner Knowledge. In: Melling, A., Pilkington, R. (eds) Paulo Freire and Transformative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54250-2_13
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DOI: https://doi.org/10.1057/978-1-137-54250-2_13
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