Thomas M. Philip

Biography

Dr. Thomas M. Philip is affiliated to Technology, . Dr. Thomas M. Philip is currently providing services as Professor. Dr. Thomas M. Philip has authored and co-authored multiple peer-reviewed scientific papers and presented works at many national and International conferences. Dr. Thomas M. Philip contributions have acclaimed recognition from honourable subject experts around the world. Dr. Thomas M. Philip is actively associated with different societies and academies. Dr. Thomas M. Philip academic career is decorated with several reputed awards and funding. Dr. Thomas M. Philip research interests include My research is focused on the relationship between ideology, particularly racial ideology, and the work of teachers. My scholarly work is comprised of two major strands of research. In the first strand, I explore how teachers make sense of the purpose and nature of their work in a society where competing ideologies emerge from, reproduce, and challenge systems of power. This area of research focuses on processes of ideological change in teachers within formal learning contexts such as teacher education programs and teacher professional development. The second theme in my research engages a corollary question: how does the larger ideological context influence teaching and learning and how might teachers engage in re- shaping the ideologies that partially enable and constrain their work. This line of research explores how commonly invoked discourses in policy, research, and practice, particularly about the use of new digital technologies and cutting-edge STEM content, impact the substance and manner of teaching in ways that often narrow the democratic purpose of schooling.

Research Interest

My research is focused on the relationship between ideology, particularly racial ideology, and the work of teachers. My scholarly work is comprised of two major strands of research. In the first strand, I explore how teachers make sense of the purpose and nature of their work in a society where competing ideologies emerge from, reproduce, and challenge systems of power. This area of research focuses on processes of ideological change in teachers within formal learning contexts such as teacher education programs and teacher professional development. The second theme in my research engages a corollary question: how does the larger ideological context influence teaching and learning and how might teachers engage in re- shaping the ideologies that partially enable and constrain their work. This line of research explores how commonly invoked discourses in policy, research, and practice, particularly about the use of new digital technologies and cutting-edge STEM content, impact the substance and manner of teaching in ways that often narrow the democratic purpose of schooling.