At a time when many have argued that our education systems are too centralised and controlling, Stenhouse continues to have much to teach us on the role of the teacher in a democracy. He strikes an important balance between professional and personal responsibilities. See:
Stenhouse, L. (1982) Authority, Education and Emancipation, London: Heinemann
A text showing interesting continuities with Stenhouse’s vision is:
Quicke, J. (1999) A Curriculum for Life: Schools for a Democratic Learning Society, Buckingham: Open University Press.
How do schools respond to these issues?
Maguire, M., Ball, S. and Braun, A. (2011) How Schools Do Policy: Policy Enactments in Secondary Schools, Abingdon: Routledge.
Youdell, D. (2010) School Trouble: Identity, Power and Politics in Education, Abingdon: Routledge.
A thoughtful book addressing the role of the teacher in relation to citizenship is:
Beck, J. (1998) Morality and Citizenship in Education, London: Cassell.
The significance of processes of professional mediation between centralised policy and local needs and circumstances is rehearsed in Chapter 1, section 2.7, of the Reflective Teaching text. It is also described in more detail within Osborn, McNess and Broadfoot (2000) (see above). The work of Woods and his colleagues has also been striking in showing how such mediation operates. See, for example:
Woods, P. and Jeffrey, B. (1996) Teachable Moments: the Art of Teaching in Primary Schools, Buckingham: Open University Press.
For child-focused accounts and guidance on human rights education see:
Alderson, P. (2000) Young Children’s Rights, London: Jessica Kingsley.
Starkey, H. (1991) The Challenge of Human Rights Education, London: Cassell. (see also Reading 17.6)
Steiner, M. (1994) Learning from Experience: World Studies in the Primary Curriculum, Stoke: Trentham Books
Franklin, B. and Hammarberg, T. (1995) The Handbook of Children’s Rights: Comparative Legislation and Practice, London: Routledge
