This book provides an innovative ethical framework for educators and school leaders who find their practice constrained by the demands stemming from accountability legislation. "The Active/Ethical Professional" proposes an ethical framework for educators and school leaders who find their practice constrained by the demands of policies and structures created in response to accountability legislation. The framework is derived from Michel Foucault's theories of discipline, surveillance, resistance, and care of the self. Gunzenhauser asserts that an educator's dual position of being normalized (especially in relations with those above them in the education hierarchy) and normalizing (especially in relations with their students) can be troubling and difficult. The book argues that this position requires educators to be both "ethical" and "active". To be ethical, educators not only need to resolve ethical dilemmas in defensible ways, but they also need to recognize themselves as powerful in relation to others. To be active, educators need to be vigilant for moments when they are placed in the position to be "reactive" to normalizing pressures, and they also need to develop clear notions of how they may create opportunities for the cultivation of educational selves - selves that are rich ethically, aesthetically, epistemologically, and politically.
Active/Ethical Professional
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"Readers will find The Active/Ethical Professional comes at a startling point in the history of US public education: just as the curtain is pulled back from the Oz-like mandates of NCLB to reveal shameful, unprecedented [yet largely predictable] cheating scandals on high-stakes, standardized exams in major US school systems. Using real-world examples of school leaders' practice, Gunzenhauser argues compellingly that a crushing obligation to accountability dramatically undermines one's philosophy of education. His solution to this ethical dilemma is to offer a new, active vision for educational professionals determined to resist a "default" philosophy of education centered on high-stakes accountability, and renew their focus on responsibility for children. This important text is certain to become indispensable to those who strive to prepare thoughtful, reflective, ethical school leaders in this surveillance-focused, Foucauldian, historic moment." --Stacy Otto, Associate Professor of Educational Administration and Foundations, Illinois State University, USA
About the Author
Michael C. Gunzenhauser is associate professor in the School of Education at the University of Pittsburgh. He is a philosopher of education and qualitative research methodologist, and studies epistemology and ethics as they relate to social justice projects in education and educational research.
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