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

Abstract 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.