Is scientific evidence ‘phallic’?

Filling the pail


Back in 2015, I wrote a series of three blog posts arguing that we need to change the way we train teachers. In Part II, I wrote about the research often carried out in faculties of education and I suggested that, “affectations around complicated-sounding theories such as post-structuralism provide something of a memetic peacock’s tail.” In Part III, I responded to criticisms of the previous two posts. Doubling-down on my comments about education research, I jokingly wondered whether it might be worth, “producing a catalogue of some of the silliest, most abstruse and most nakedly political education research,” in a manner similar to the ig noble prize for science research. I illustrated this post with a cutting from the programme for an upcoming Australian Association for Research in Education (AARE) conference which listed a presentation by Lucinda McKnight of Deakin University titled, “Meet the Phallic Teacher: Performing Curriculum…

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I teach
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