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Reclaiming professionalism for geography education: Defending our own territory
ARTICLE

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TATE Volume 28, Number 7, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In a world where governments increasingly attempt to impose regulation on all professional activities, this paper advocates that professional standards for teachers be developed ‘by the profession for the profession’. Foucauldian archaeology is applied to two teacher standards documents recently published in Australia, one developed at national governmental level and the other by geography teachers through their professional associations. The excavation reveals that both students and geography teachers themselves are better served when teachers assert their own definition of professionalism and thus reclaim their professional territory, rather than being compliant with generic governmental agendas. Whilst we use Australia as an illustrative example, our findings are applicable to all other countries where governments attempt to impose external professional standards on the teaching profession.

Citation

Bourke, T., Ryan, M. & Lidstone, J. (2012). Reclaiming professionalism for geography education: Defending our own territory. Teaching and Teacher Education: An International Journal of Research and Studies, 28(7), 990-998. Elsevier Ltd. Retrieved February 9, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.05.005

Keywords