Kathleen R. Kesson

Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and informed by Alain Badiou

Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a ‘deeply democratic’ educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter‐narrative to this ‘standardized management paradigm’ exists in the field of curriculum studies, but is largely ignored by mainstream approaches to the professional development of educators. This paper argues for a reconceptualized, differentiated, and ‘disciplined’ approach to the professional development of educators in democratic societies that builds capacity for curriculum leadership. In support of this proposal, we amplify the tenets of Deweys pragmatic social and educational philosophy, which have long been at the heart of democratic educational thought, with Badious more contemporary thinking about the important relationships between truth as inspirational awakening, subjectification as existential commitment, and ethical fidelity as ‘for all’ action.