[Re]Visioning the academic-teacher divide: power and knowledge in the educational community

Title: [Re]Visioning the academic-teacher divide: power and knowledge in the educational community
Creator: Gore, Jennifer M.; Gitlin, Andrew D.
Relation: Teachers and Teaching Vol. 10, Issue 1, p. 35-58
Publisher Link: http://dx.doi.org/10.1080/13540600320000170918
Publisher: Routledge
Resource Type: journal article
Date: 2004
Description: In this paper, we explore the divide between academics and teachers over the production and use of knowledge. Teachers' views (pre-service and inservice teachers from both Australia and the United States) on educational research are utilized to better understand and [re]vision this divide. These teachers overwhelmingly dismissed academic research on the grounds that it is not practical, contextual, credible, or accessible. Using these challenges as a starting point, we examine the way relations of power, particularly in terms of discursive and material conditions, bind the views and practices of both teachers and academics. This analysis suggests that the education of teachers is a crucial site for restructuring the relationship between teachers and academics.
Subject: academics; teachers; use of knowledge; knowledge production; education; divide
Identifier: http://hdl.handle.net/1959.13/803176
Identifier: uon:6320
Identifier: ISSN:1354-0602
Language: eng
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