Suggests an open system of psychological exploration to cut through accepted norms of morality, language, and politics.

Lévi-Strauss's concept of bricolage, first formulated in La Pensée sauvage in 1962, was originally presented as an analogy for how mythical thought works, selecting the fragments or left-overs of previous cultural formations and re-deploying them in new combinations. Significantly, from its source in structural anthropology, the concept has travelled in two directions, towards both the sciences and the humanities. The aim of this article is to return to Lévi-Strauss's original formulation of bricolage in order to explore the ways in which (...) this technical metaphor transcends its status as simply a metaphor and becomes something like a universal concept. As the key opposition between the bricoleur and the engineer demonstrates, bricolage is also an ideological construct which carries with it a set of suppositions about the nature of science and technology in the post-war world. Looking at the wider scientific imaginary which informs this vision — in particular, Lévi-Strauss's representation of nuclear science — the article concludes by arguing for a more comprehensive understanding of the concept of bricolage as applicable not simply to traditional or residual forms of human activity, but also to the practice — and indeed the essence — of modern scientific and technological development. (shrink)

Set within the socio-political context of standards-based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material-semiotic approach of actor-network theory, it addresses the issue of how the representational idiom of teaching standards has become so authoritative that it readily eclipses other ways to think and ‘do’ them. In (...) tracing the development of a specific set of teaching standards as part of a national research project, the argument is made that standards should be understood as performative knowledge and identity practices. And, accounting them should also be performative. Accordingly, attention is given to key locales in which this development is taking place. Teaching standards emerge as ontologically variable and it is struggles around this variability that can create conditions for a renewed practice and politics of education reform. (shrink)

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...) in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. (shrink)

Global economic and advanced capitalist agendas have taken on ideological dimensions that are flat, precise and which assert ‘undeniable’ facts. These agendas are gradually shaping a society and its education based on consumerism and a global economic order which is ‘not accidentally or superficially spectacular, it is fundamentally spectaclist. In the spectacle … goals are nothing, development is everything. The spectacle aims at nothing other than itself’. In this paper, I argue, in line with Debord, that teachers’ work has moved (...) from being predominantly controlled by technicist accountability and pedagogical conformity to become a form of decentred labour. Teachers’ work has been transformed into the role of spectator, one who is destined to simply monitor events in the classroom and in technologized environments, caught between the economic world view and student consumer desire. In such a view, the teacher can do little more than watch while education, subjugated to economic dogma and digitized appearances, presents life as a spectacle of accumulation and desire. (shrink)