Critical Professional Learning

Off The Press

TWO MESSAGES FOR THE GOVERNMENT OF THERESA MAY

Concepts or Dustbins Revisited

Empty Man

TORIES DID NOT ALWAYS REQUIRE IGNORANCE

MY SECONDARY SCHOOL

From Stability to Chaos

Carry On Theresa

To What Are The Conservatives Clinging?

SOME REFLECTIONS OF AN EXAMINER

To Autumn - Season of Plots and Political Craftiness

Blair Selection

A SELECTION OF LINKS TO PERSONAL WRITINGS ABOUT PALESTINE/ISRAEL

Social Fracking as a Conceptual Framework

Brexit and how not to do Government

If way to the better there be

The Grand Old Man

Concepts or Dustbins

Social Fracking - A Short Polemic

MEANWHILE, IN DAVID CAMERON’S HUT

Political Education

Theatre Of The Politically Absurd

One Hundred And Forty Characters

Imperfect Humanity or Perfect Inhumanity

Foodbanks and Social Fracking

THE COMMODIFICATION OF POLICY AND PERSONALITY

Then it was 1997. Now it is 2017

General Election

Towards The Socially Critical Educator

MIKO PELED - An Appreciation

CHAMPERS, CHIPS AND CRITICALITY CELEBRATING A HALF CENTURY

Feeding Back

TRUMP SHOCK DOCTRINE FOR SCHOOLS

Froth is not beer

Unleashing Demons

Rocket Science

Principles of Government Exam

Danger! Alert! Enter the CPD Cyborgs

Review: Standing up for Education

A Sheep, A Pig And The Meaning Of Educational Progress

SATS and sherry

Thoughts on examining an education masters dissertation on a divided Palestinian village

A Glossary Game

A load of Clarke and Balls

Review: How Education Is Failing Young People - By Patrick Ainley

Review: Mainstream or Tributary - A feminist Manifesto for Education By Miriam E. David

Continuing Professional Learning in England back in February 2005

Autobiography of a Professional Educator Episode Two

Autobiography of a Professional Educator (unfinished) Episode One

Homegrown principles to re-humanise government and politics

ACADEMIC CRITICALITY ENCOUNTERS HARSH REALITY AND TRIES TO KEEP ITS COOL

Review: A NEED FULFILLED - A review of STUDENTS’ GUIDE TO SUCCESS AT almost EVERYTHING

The Thinking Teacher in the Thinking School in need of a Thinking Minister in a Thinking Government

Waiting For Chilcot

A Blair Quartet

A short story of out-sourcing policy-making

The Policy Must Get Through

about Cliff Jones

For 10 years, I was Director of CPD in Dept of Education, University of Liverpool. I am now Honorary Senior Fellow of the University and a Fellow of the International Professional Development Association. To know more about me and my activities please see my CV.

Contact me: cliffvj@btopenworld.com

Welcome to Critical Professional Learning

Statement of Purpose

I take the view that professional educators are critical to society. They help shape our society but for far too long, we have failed to question the approved shape of that society and our role in bringing it about. Surely, the interests, values, concerns, anxieties, experience and expertise of educators count for something?

I believe that the stimulation of professional conversation is critical both in recognition of the key role played by educators in shaping and bringing purpose to society and in terms of the different perspectives that can be brought to bear when making sense of professional life. Whilst we have plenty of official consultations surveys of what educators think they are almost always shackled to a governmental orthodoxy or 'given' as they tend to be called.

This website will gradually fill with comment, news and activities designed to stimulate critical professional discussion. It represents no-one’s views but my own unless specifically stated otherwise. In places I make clear that activities, for example, may be adopted as they are, adapted or used as the basis for something better.

Use of my material is free, although acknowledgement will be nice.

 

Why Critical Learning?

The term, Continuing Professional Development (CPD) causes me problems. Too frequently we are considered to be developing only when we try to fit into a model whose purpose has been defined by someone else.

Training is essential at times, but as a word that purports to encompass all that happens to people becoming and continuing as professional educators it falls far short. This is why I balk when I see or hear Initial Teacher Training (ITT) or In-service Training (INSET).

Professional Learning, however, allows us scope to explore and draw attention to matters beyond a received template. When we use the word ‘learning’ we remove the limits and the imposition of an officially approved kind of development.