• You are here: Home
• Resources and Downloads
• Staff Matters
• The Professional
• Useful Information
• Teaching in the Knowledge Society

Teaching in the Knowledge Society

Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.

This book deals with the changing world climate as much as it deals with the change in teaching and learning. Andy Hargreaves views a 'knowledge society' as a 'learning society' where information and knowledge must be processed in such a way that learning is maximised, creativity and innovation are stimulated, and the capacity to initiate and manage change are developed and sustained (p. 3). Hargreaves argues that teaching for a knowledge society involves developing in teachers and students deep cognitive learning, creativity and ingenuity; the ability to work in networks and teams; a commitment to ongoing professional learning; problem-solving and risk-taking strategies; and the skills to work collaboratively and cope with change. Teachers and school leaders need to focus on organisational improvement.

In Chapter 2, Hargreaves examines globalisation and its positive and negative impacts on society. Teaching in a globalised economy demands that emotional as well as cognitive learning take place. He suggests that emphasis needs to be placed on teaching values and 'cultivating a cosmopolitan identity' that supports diversity and encourages learning from other cultures. In this way, teachers are able to develop in their students 'not only intellectual capital but also social capital … those norms within a group that foster cooperation and establish trust among its members' (p. 54).

Hargreaves believes 'schools with character recognise that teaching is not only a cognitive and intellectual practice but also a social and emotional one' (p. 60). Teachers and school leaders recognise that optimal learning occurs when caring relationships are fostered between teachers and students, students and peers, teachers and parents, and teachers and teachers. However, policy makers and others 'who shape the nature of teaching' often disregard the emotional dimension and 'turn learning into a clinical and disengaging race toward targets or fill teachers' time with technical tasks' (p. 60), thereby turning 'the emotional labor into a draining process that increases stress, saps motivation, and depletes morale' (p. 81).

Chapters 3 to 5 explore the research conducted by Hargreaves and his colleagues on the negative impact of key reforms on public schools in America and Canada, where meeting targets has become more important than learning per se. Chapter 5 begins by describing a vibrant school that established itself as a learning organisation and a learning community whose core mission was 'to be a center [sic] for lifelong learning responding to the community' (p. 132). The school stressed 'high-quality lifelong learning for students, learning for and among staff, and learning from the community' (p. 132). Teachers were valued as individuals, not just for their teaching skills. Many were involved with work or learning activities outside the school and these experiences fed into their teaching roles and provided a balance to their lives. Teachers saw their work in the school as exciting and rewarding and stress levels were low despite the demand on their time and skills. '(D)ecision-making and planning (which occurred in cross-departmental teams) … included student representatives.' (p. 137) More recently, key government reforms have impacted on this school as staff numbers were cut and resources diverted elsewhere even though the school still features as a model school in government advertising.

'A strong professional learning community is a social process for turning information into knowledge.' (p. 170) But the learning community needs to form itself, evolving from the support of the school leadership and the caring climate of the school itself. 'Contrived collegiality' where collaboration is imposed by the hierarchy and prescriptive about where, when and with whom to plan or learn 'undermines opportunities for teachers to initiate their own joint projects, shared learning and collective inquiry'. Contrived collegiality may produce 'temporary surges of teamwork … but (it) rarely produces sustainable improvement' (p. 165).

Hargreaves advocates that policies should be developed that 'promote strong professional learning communities within and beyond schools'. Only in this way can schools alleviate stress and burnout among teachers and school leaders, increase student and teacher motivation and engagement with school, and provide optimal learning for a knowledge society.