Finding the ‘Enunciative Space’ for Teacher Leadership and Teacher Learning in Schools

Drawing on a collaborative Australian Research Council funded project entitled
the 'Teachers' Learning Project', the author takes issue with the rhetoric of the 'learning
society' and, in particular, he interrogates the notion of the learning teacher in a number of
schools. He provides a critical examination of the direction of teachers' work under current
technicist reconstruals of it. He draws on case studies to show how some schools have been able
to position themselves as moral learning communities which have created vibrant indigenous
cultures of learning about themselves, their community and their work in a context of a
commitment to democratic and participatory citizenship.