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VIRTUAL EVENT: Response and responsibility: rethinking accountability in education
24 June 2020, 3:00 pm–4:30 pm
Alison Brady proposes that teacher's responses within classroom situations are key to understanding responsibility and therefore the concept of accountability.
This event is free.
Event Information
Open to
- All
Availability
- Yes
Cost
- Free
Organiser
-
Judith Suissa
For the existentialist philosopher Jean-Paul Sartre, responsibility lies in the extent to which humans have the possibility to act. It is not a cultivated disposition but an ontological condition of being able to respond, where one is therefore responsible.
Alison will argue that current conceptions of accountability as a cultivated disposition deny the extent to which teachers are also accountable ‘as such’. She will explore the idea that in order to understand what we are responsible for, we must first accept that individuals inevitably respond to the situations that they find themselves in (with others).
Accountability understood in this sense relates to implicit responses in classroom situations, responses that are underpinned by the subjectivity of those who bring these situations to light – often in subtle and immeasurable ways.
Links
- Tweet with #philofed
- Philosophy at the Institute of Education
- Department of Education, Practice and Society
Image: NeONBRAND on Unsplash
About the Speaker
Alison Brady
Teaching Fellow at UCL Institute of Education and Module Leader and Departmental Representative at the UCL Summer School
Alison is also an administrator for the Philosophy of Education Society of Great Britain (London Branch) since 2016, and an elected member of the Executive Committee since 2020.
She is currently in the process of completing her Doctoral Studies, where her research focuses on re-conceptualising current accounts of teaching through an engagement with the early thought of Jean-Paul Sartre.
Her most recent publications include ‘Struggling Teachers and the Recognition of Effective Practice’ (JOPE, 2020), ‘From the Reflective to the Post-Personal Teacher’ (Teoría de la Educación, 2020) and ‘Anxiety of Performativity and Anxiety of Performance: Self-Evaluation as Bad Faith’ (Oxford Review of Education, 2019).
More about Alison Brady