Expertise: Keywords in Teacher Education

This book offers a critique of expertise, arguing that it is shaped by social, historical, and political debates and is never neutral, objective, or fixed. It explores how expertise is socially constructed in relation to governance, uses of data and evidence, understandings of ignorance and the unknown, and power. The authors argue that ongoing policy debates about teacher expertise cannot be resolved by neutral definitions of 'good teaching' and that expertise is unavoidably political in its expression.

Format: Paperback / softback
Length: 128 pages
Publication date: 23 February 2023
Publisher: Bloomsbury Publishing PLC

This book provides a crucial and timely critique of expertise, delving into its formation as a 'keyword shaped by social, historical, and political discussions about what constitutes knowledge and truth, as well as who qualifies as an expert. Through the lens of teacher expertise, Jessica Gerrard and Jessica Holloway examine recent events, such as COVID-19 and the climate crisis, to highlight the inherent non-neutrality, objectivity, and fixed nature of expertise. They argue that claiming and exercising teacher expertise necessitates a political dimension, as it is not merely an inevitable aspect but a fundamental foundation of any such claim.

Throughout the chapters, Expertise delves into the social construction of expertise in relation to governance, data and evidence utilization, perceptions of ignorance and the unknown, and ultimately power dynamics. The authors employ contemporary and historical examples from diverse international contexts to explore the political positioning of expertise, which establishes boundaries between those deemed experts and those who are not. They further examine how this political positioning shapes the definition and scope of expertise, as well as the limitations and constraints it imposes.

Gerrard and Holloway argue that resolving ongoing policy debates about teacher expertise cannot be achieved through neutral definitions of 'good teaching.' Rather, expertise is inherently political in its expression. They emphasize the need to recognize and address the political dimensions of expertise, as it plays a significant role in shaping educational policies, practices, and outcomes. By acknowledging the political nature of expertise, educators and policymakers can work towards creating more inclusive and equitable educational systems that value diverse perspectives and expertise.

In conclusion, this book offers a valuable contribution to the understanding of expertise and its political implications. By examining the social construction of expertise, Gerrard and Holloway shed light on the boundaries, limitations, and opportunities associated with it. Their insights challenge traditional notions of neutrality and objectivity in the realm of education and advocate for a more political approach to understanding and exercising teacher expertise. This book is a must-read for educators, policymakers, and anyone interested in the dynamics of knowledge production and expertise in society.

Weight: 152g
Dimension: 129 x 198 x 9 (mm)
ISBN-13: 9781350238220