Eco-Fascism in Teacher Professional Learning: Interrogating Constructs of Teacher Learning Networks and Teacher Leadership

• In Event: 43.058 - Re-Visioning Education Research for the Post-Truth Era

Abstract

In the call for AERA 2019, Du Bois (1952) showed how evidence from science and religion was used in the past to prove the inferiority of black men. Similar symbolic violence (Bourdieu, 2001) is used to discredit the co-equal positioning of women. In this article I interrogate Teacher Professional Learning through new concepts including teacher learning networks and leadership. I draw from critical and feminist frameworks, Freire's (1970) dialogics, Tronto's (2013) privileged irresponsibility and Arhendt's (1961) tyranny of the majority to track the policy reform ensemble in teacher learning in Ireland in the last decade. The findings will be of interest to others grappling with similar issues and reveal the seeds of eco-fascism copper-fastened by a new politics of inevitability.

Author

• Geraldine Mooney Simmie, University of Limerick