Empowering Teachers and Democratising Schooling

Perspectives from Australia
Keith Heggart & Steven Kolber (Eds.)

This edited collection brings together teachers, researchers and advocates to explore what it means to genuinely trust the people within the profession. Across each of the chapters, there is a shared commitment to rethinking how schools are currently shaped, particularly in the context of increasing accountability, standardisation and centralised decision-making.

Empowering Teachers and Democratising Schooling clearly positions teachers as professionals with expertise, not just implementers of policy. The contributors highlight the importance of teacher voice in curriculum, assessment and school direction, and make a compelling case for more democratic approaches to schooling. These ideas are grounded in both research and lived experience, which gives the book a strong sense of relevance.

The range of perspectives adds to its impact with contributions from classroom teachers and academics, creating a rich and varied discussion. While each of the chapters differ in focus, they build a shared sense of direction, even if perspectives differ about the importance of professional agency and trust.

The book is thoughtful and critical without being abstract and dismissive, acknowledging the constraints that exist within systems, while still pointing towards possibilities for change. There is a sense of optimism throughout, particularly in the way contributors describe what is already happening in some schools and contexts.

I found it to be an engaging and rewarding read and would recommend particularly for those interested in leadership, policy or the future of the profession. The ideas feel both timely and practical, offering a reminder of what can happen when teachers are (really) trusted to lead their work.

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