SELECTION OF TEN
Newly powerful accreditation bodies, and massive testing programmes, are changing the official definition of a good teacher. This paper looks back at the history of teaching and forward to non-neoliberal ways of thinking about ‘quality’ in teaching.
Connell, Raewyn, Craig Campbell, Margaret Vickers, Anthony Welch, Dennis Foley and Nigel Bagnall. 2007. Education, Change & Society. Sydney, Oxford University Press. Second edition, revised, 2010.
Yes, a textbook! But we think a pretty good one. My chapters are about growing up, about teachers, and about the nature of science.
Connell, Raewyn. 2003. Working-class families and the new secondary education. Australian Journal of Education, vol. 47 no. 3, 237-252.
During a project on new vocational curricula in NSW high schools, we interviewed parents, students and teachers. Our discussions with rural and urban working-class families traced an uncertain yet vital relationship with the school system in the upper secondary years.
Connell, Raewyn. 1996. Teaching the boys: new research on masculinity, and gender strategies for schools. Teachers College Record, vol. 98 no. 2, 206-235.
Gender research opened questions about how masculinities are made in the course of growing up. This paper brought together what was known about this process, from social research in several countries, to work out its implications for schools.
Connell, Raewyn. 1994. Poverty and education. Harvard Educational Review, vol. 64 no. 2, 125-149.
This paper brought together Australian, US and UK experience with compensatory education programmes, and argued for an approach to educational inequality that highlighted curriculum, and contested privilege as well as disadvantage. It was courteously published by the Harvard education school.
Connell, Raewyn. 1993. Schools and Social Justice. Toronto, Our Schools Ourselves; Sydney, Pluto Press; Philadelphia, Temple University Press.
Based mainly on our research with the Disadvantaged Schools Programme, which is described in some detail, this book also proposed a theory of ‘curricular justice’ that would put social justice at the heart of education rather than leaving it as an optional extra.
Connell, Raewyn. How to supervise a PhD. Vestes: Australian Universities Review, 1985, vol. 28 no. 2, 38-41.
My most reprinted article! Australian universities were enrolling increasing numbers of research students, but often left them to sink or swim. I argued, from practical experience, that PhD supervision was a demanding form of teaching needing reflection as well as care and enthusiasm.
Connell, Raewyn. 1985. Teachers' Work. Sydney, Allen & Unwin.
The second book from the ‘Making the Difference’ project. We had marvellous interviews with teachers, providing a basis for thinking about their lives and careers, and the nature of their work and workplace. A kind of industrial sociology that located teachers at the centre of major issues about education.
Connell, Raewyn, Dean Ashenden, Sandra Kessler and Gary Dowsett. 1982. Making the Difference: Schools, Families and Social Division. Sydney, Allen & Unwin.
The main publication from an immensely productive research project. It described families’ educational projects, gender in schools, class differences in educational experience, curriculum, schools as institutions, and strategies for democratising the school system. An academic best-seller in Australia, and read a little overseas.
Connell, Raewyn. 1974. Anti-Pygmalion: reflections on some experiments in reforming universities. International Social Science Journal, vol. 26, 483-497.
A look at the student movement of the 1960s, the Free University in Sydney, and attempts to democratise the mainstream universities, from an activist point of view.