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This book examines the nature and role of trust in contemporary culture where consoling traditional certainties are lost. We need to trust people, institutions, values and truths; but where should we turn to find them? Does trusting make us vulnerable to abuse? More urgently still, is it safe for learners—the children, young people and adults in the world of contemporary education—to trust their teachers to care, and to tell the truth? And can teachers trust their managers and institutional practices?
This is the eighth volume in the Discourse, Power, Resistance series. It has established a reputation for radical critique of the values and practices of contemporary education, and for the steady affirmation of what is best and most significant in emerging educational discourse. The writers in this volume are drawn from eight different countries. They present a penetrating critical analysis of the breakdown of trust in education and beyond, coupled with a down-to-earth account of the way ahead if that trust is to be recovered.
Part One – Trust
1. Jerome Satterthwaite (UK) Scepticism, Cynicism, Trust: I was the more deceived
2. David Gillborn (UK) Trust the Education System... to be racist
3. Ruth Smith (USA) Wavering Conditions in Contractual Trust and Resistance
4. Shirley Steinberg (Canada) Faith and Trust in the Lord: Christotainment and Selling Jesus through Corporate Power
5. Jill Jameson (UK) Dance like a butterfly, sting like a bee: Moments of trust, power and heautogogic leadership in post-compulsory education
Part Two – Education, Truths and Values
6. Sieglinde Weyringer (Austria) Becoming a European Citizen: education to overcome mistrust
7. Kamila Kaminska (Poland) Becoming a European Citizen: education as critique
8. Howard Gibson and Jo Backus (UK) Trust and Rationality: epistemic tensions in managerialism, pupil voice and religious education in school
9. Ewa Sidorenko (UK) On the edge of chaos: inner city schools and the unequal burden of uncertainty