Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item What is educational about a climate emergency?(SAGE Publications, 2025-10-02) Carusi FTEducation research has been increasingly concerned about the role of instrumentalism in defining education. Within the context of the climate emergency, conceiving of education instrumentally positions educated subjects as actors capable of minimising the effects of climate change. This article is not critical of actions that mitigate the climate emergency. However, within the research that resists the instrumentalization of education, the climate emergency requires a status different from its role as an end that orients the content and practices of education. By asking what is educational about the climate emergency, this article focuses on the emergence rather than the urgency of climate change as a way for education to carry on as the climate emergency continues to present unforeseen challenges of living together. The article concludes with the irreducibility of conflict to an emergent understanding of the educational, a feature that commits education to an incomplete and porous world.Item Between the teacher and educator: a political analysis of an impossible combination(Taylor and Francis Group on behalf of the Australian Teacher Education Association, 2025-05-14) Carusi FTThis article responds to some of the recent challenges issued to the field of teacher education constituted “between principle, politics, and practice.” By discussing the teacher educator as a tautology, the article analyses education policy and research discourses to illustrate how different politics are generated by the tautological character of the teacher educator’s title. The article concludes with a consideration of the limits of the educational in light of the politics of teacher education that emerges from the analyses.Item Refusing Teachers and the Politics of Instrumentalism in Educational Policy(Wiley Periodicals LLC on behalf of Board of Trustees, University of Illinois., 2022-06-01) Carusi FTIn this article, F. Tony Carusi considers the politics of instrumentalism performed between educational policy and research that figures the teacher as the primary means to raise student achievement. By reducing teachers to a means toward an end, policy and research work together to collapse what teachers are into what teachers are for, and in doing so, they enable discourses that privilege the instrumental specifically as ontological. In contrast to this collapse, Carusi highlights here the resistance of the ontological to the instrumental by considering what teachers are apart from what they are for. Thinking the ontological apart from the instrumental leads to a dark pedagogy in which the refusals and negations performed by teachers occur where the politics of instrumentalism that renders them as an “in-school factor” do not see.Item Symposium Introduction: The Politics of Educational Instrumentalism(Wiley Periodicals LLC on behalf of Board of Trustees, University of Illinois., 2022-06-01) Carusi FTThis collection of essays on the politics of instrumentalism is based on papers originally presented at the fifth symposium of the Studies of Conflict, Culture, and the Political in Education (SCAPE) research network hosted by the Center for Public Education and Pedagogy at Maynooth University in Maynooth, Ireland. They were significantly revised and expanded for this symposium. The essays included here are connected not only by the symposium's theme, which I will discuss below, but also by SCAPE's concerns about the roles dissensus, disagreement, and conflict play in the formation of education and democracy.1 Under this set of terms, the initial symposium gathered to consider the strange bedfellows that instrumentalism makes of contrary political stances. For instance, even with the polemics and long-standing critiques of neoliberal theories of education, the idea that education should serve as a means toward realizing a better society remains a shared feature of neoliberal education reform and its sharpest critics. This point is not to reduce one to the other, but instead to highlight the powerful sway that instrumentalism holds for our theories of education. And while instrumentalism may appear to be a natural part of education and therefore the ground for a consensus beyond the need for a politics, the articles contained here are concerned with the politics and dissent obscured by the normative role instrumentalism plays in educational theory and policy.