In this article I explore the concept of personalized learning, a relatively new concept being promoted by the British Columbia (BC) Ministry of Education as the “new” approach to effective learning through the lens of a practicing professional. I begin by tracing my own emerging understanding of personalized learning as a discourse in BC education and then follow this with a discussion about the dominance of neoliberalism as an ideological frame for thinking about education and schooling. In particular, I consider how the role of the teacher shifts from professional to functionary, and how this shift is reified through two distinct BC educational policy initiatives that promote technology as the great educational equalizer. I conclude by suggesting that rather than fixing schools, teachers and reformers should direct their efforts to taking up the potentiality inherent in these competing discourses.
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"The Perils and Promise of Personalized Learning,"
Northwest Journal of Teacher Education: Vol. 10
, Article 10.