Pedagogical bricolage and teacher agency: Towards a culture of creative professionalism

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The way in which educators choose to engage with learners and to offer opportunities to share knowledge of both the physical world and the world of ideas is an ongoing area of international research interest but remains diffuse and difficult to systematise. This idiosyncratic quality underscores the privileged position of teachers as creative professionals. By exploring Claude Lévi-Strauss’s conception of how and for what purpose we share knowledge within society, this paper explores the relationship between perceptions of teachers’ professional role and the challenges they face working within formal education systems. The artisan quality of teachers’ practice, gained through experience, association and personal commitment, makes possible a visualisation of teacher professionalism as bricolage that, when read alongside theories of teacher agency, generates an affirmative picture of how teacher professionalism may be reframed as creative and responsive rather than homogenous and mechanistic.
Original languageEnglish
Pages (from-to)31-40
Number of pages10
JournalEducational Philosophy and Theory
Issue number1
Early online date11 Jan 2018
Publication statusPublished - 2 Jan 2019


  • Bricolage
  • creative pedagogy
  • professional development
  • teacher agency
  • teacher professionalism

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science


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