Professor Jenny Gore - University of Newcastle
In this presentation, I raise important questions about method, power, and commitment in academic work through an account of transitions in my own academic journey. I explain how I have moved from writing about critical and feminist pedagogy discourses as 'regimes of truth', using Foucault, to conducting a randomised controlled trial (RCT) of the efficacy of Quality Teaching Rounds as an approach to teacher professional development. In tracing this seemingly incommensurable work, I highlight how methodology and ideology have taken second place to an unwavering commitment to wanting to make a difference for teachers and their students through a relentless and consistent 'struggle for pedagogy'. In so doing, I aim to illustrate how postgraduate student researchers (and others) might chart, and understand, their own efforts in and beyond the academy.