Under the globalisation spotlight, questions about economics, competition and national survival in the global market take precedence in educational policy. When considering the redesigning of pedagogy and education systems, I immediately begin to ask questions about who does the redesigning. By focusing on the agents of pedagogical change, teachers are featured in the globalisation debate; and through their plight, the chapter explores and challenges ideas that redesigning pedagogy is a matter of progress rather than also a matter of politics. Questions about power and influence to redesign policy are political, and those agents whose actions are obfuscated in policy hold a deficit of political power. What does this deficit of power look like in policy?
|Title of host publication||Redesigning Pedagogy Reflections on Theory and Praxis|
|Number of pages||16|
|Publication status||Published - 1 Jan 2006|