Pub Date : 2021-10-25DOI: 10.1080/14681366.2021.1986656
F. Carusi
{"title":"What to do with failure?","authors":"F. Carusi","doi":"10.1080/14681366.2021.1986656","DOIUrl":"https://doi.org/10.1080/14681366.2021.1986656","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"1133 - 1137"},"PeriodicalIF":2.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45009919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-17DOI: 10.1080/14681366.2021.1984285
M. Heikkilä, V. Mankki
ABSTRACT Teachers’ agency is an essential factor in understanding and developing pedagogics. The study adds to the previous research by employing a new materialist perspective, highlighting the notion that teachers’ agency is not merely a matter of humans, but results from assemblages of both human and nonhuman elements in teaching. The context of the study is the school lockdown period of the Covid-19 pandemic. Twenty Finnish primary teachers were interviewed to explore how teachers verbalised the rapid transition to a distance teaching environment and to discern what kind of agency that transition unfolds. The findings illustrate lost agency, but simultaneously, new forms of agency emerging from the entanglement of humans and materiality in the changed assemblages. This understanding helps to support both preservice and in-service teachers’ agency in ways that acknowledge the complexity of teacher learning beyond individualistic and controllable views in increasingly multifaceted teaching environments.
{"title":"Teachers’ agency during the Covid-19 lockdown: A new materialist perspective","authors":"M. Heikkilä, V. Mankki","doi":"10.1080/14681366.2021.1984285","DOIUrl":"https://doi.org/10.1080/14681366.2021.1984285","url":null,"abstract":"ABSTRACT Teachers’ agency is an essential factor in understanding and developing pedagogics. The study adds to the previous research by employing a new materialist perspective, highlighting the notion that teachers’ agency is not merely a matter of humans, but results from assemblages of both human and nonhuman elements in teaching. The context of the study is the school lockdown period of the Covid-19 pandemic. Twenty Finnish primary teachers were interviewed to explore how teachers verbalised the rapid transition to a distance teaching environment and to discern what kind of agency that transition unfolds. The findings illustrate lost agency, but simultaneously, new forms of agency emerging from the entanglement of humans and materiality in the changed assemblages. This understanding helps to support both preservice and in-service teachers’ agency in ways that acknowledge the complexity of teacher learning beyond individualistic and controllable views in increasingly multifaceted teaching environments.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"989 - 1004"},"PeriodicalIF":2.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45411727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-15DOI: 10.1080/14681366.2021.1977979
A. Bryan
ABSTRACT This paper draws on Deborah Britzman’s conceptualisation of ‘difficult knowledge’ and Michael Rothberg’s figure of ‘the implicated subject’ to advance a Social Ecology of Responsibility Framework (SERF) in relation to the climate crisis.This framework demonstrates the impossibility of disarticulating individual, private actions that contribute to the ecological crisis from state-corporate climate-related harms. While not discounting differences of scale between individual actions and state-corporate crimes, the article highlights difficulties with binaristic approaches to climate responsibility which privilege either personal actions or macro-level norms, practices and ideologies. Foregrounding self-implication, the model serves as a basis for establishing transnational and transgenerational solidarity with human and other-than-human lifeforms who inhabit the Earth. The paper concludes with some examples of visual images and accompanying activities that can be used to prompt critical reflection on one’s own positioning as an implicated subject and as a change agent who can contribute to the amelioration of global warming.
{"title":"Pedagogy of the implicated: advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis","authors":"A. Bryan","doi":"10.1080/14681366.2021.1977979","DOIUrl":"https://doi.org/10.1080/14681366.2021.1977979","url":null,"abstract":"ABSTRACT This paper draws on Deborah Britzman’s conceptualisation of ‘difficult knowledge’ and Michael Rothberg’s figure of ‘the implicated subject’ to advance a Social Ecology of Responsibility Framework (SERF) in relation to the climate crisis.This framework demonstrates the impossibility of disarticulating individual, private actions that contribute to the ecological crisis from state-corporate climate-related harms. While not discounting differences of scale between individual actions and state-corporate crimes, the article highlights difficulties with binaristic approaches to climate responsibility which privilege either personal actions or macro-level norms, practices and ideologies. Foregrounding self-implication, the model serves as a basis for establishing transnational and transgenerational solidarity with human and other-than-human lifeforms who inhabit the Earth. The paper concludes with some examples of visual images and accompanying activities that can be used to prompt critical reflection on one’s own positioning as an implicated subject and as a change agent who can contribute to the amelioration of global warming.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"30 1","pages":"329 - 348"},"PeriodicalIF":2.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46542385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-14DOI: 10.1080/14681366.2021.1979086
C. Skerritt, Martin Brown, J. O’Hara
ABSTRACT Different countries have different histories, traditions, cultures, and practices of student voice and are currently at different stages of their student voice journeys. This paper investigates how student voice is coming to be used in relation to classroom practice in different school types and socio-economic settings in the Irish education system. Ireland is a country without a strong tradition or history of student voice and particularly in relation to teaching and learning matters and it is envisaged that this paper will be of strong interest to those in countries where student voice is not yet prominent, but there are also wider implications. This research shows that students are now being consulted in relation to classroom practice in a variety of ways but that even within single school systems consultations are very much connected to school context with voice being used to different extents in different schools in different settings.
{"title":"Student voice and classroom practice: how students are consulted in contexts without traditions of student voice","authors":"C. Skerritt, Martin Brown, J. O’Hara","doi":"10.1080/14681366.2021.1979086","DOIUrl":"https://doi.org/10.1080/14681366.2021.1979086","url":null,"abstract":"ABSTRACT Different countries have different histories, traditions, cultures, and practices of student voice and are currently at different stages of their student voice journeys. This paper investigates how student voice is coming to be used in relation to classroom practice in different school types and socio-economic settings in the Irish education system. Ireland is a country without a strong tradition or history of student voice and particularly in relation to teaching and learning matters and it is envisaged that this paper will be of strong interest to those in countries where student voice is not yet prominent, but there are also wider implications. This research shows that students are now being consulted in relation to classroom practice in a variety of ways but that even within single school systems consultations are very much connected to school context with voice being used to different extents in different schools in different settings.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"955 - 974"},"PeriodicalIF":2.0,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-11DOI: 10.1080/14681366.2021.1977982
J. Stoddard
ABSTRACT Over the past decade, scholars from a variety of epistemological and theoretical backgrounds have begun to engage more deeply with history as a form of difficult knowledge. It is difficult to comprehend and can be traumatic for different groups for different reasons. History as a school subject has largely been used as a tool of hegemony by presenting nationalistic dominant narratives that can marginalise and oppress students from minoritized populations. This academic work has been primarily theoretical, but small case studies of empirical analysis of how teachers and students engage with history as difficult knowledge have emerged to inform practice. This article draws from this body of work – grounded in theories of memory and identity, critical socio-cultural approaches, and psychoanalytic and trauma-informed analysis – to explore key considerations for informing teaching and learning difficult histories. These include the relationship between teacher moral commitments and engagement with or resistance to difficult histories; the role of emotion and unsettling nature of difficult knowledge, and making assumptions about what representations of historic social trauma are or are not traumatising for young people. These considerations have implications for teaching and teacher education.
{"title":"Difficult knowledge and history education","authors":"J. Stoddard","doi":"10.1080/14681366.2021.1977982","DOIUrl":"https://doi.org/10.1080/14681366.2021.1977982","url":null,"abstract":"ABSTRACT Over the past decade, scholars from a variety of epistemological and theoretical backgrounds have begun to engage more deeply with history as a form of difficult knowledge. It is difficult to comprehend and can be traumatic for different groups for different reasons. History as a school subject has largely been used as a tool of hegemony by presenting nationalistic dominant narratives that can marginalise and oppress students from minoritized populations. This academic work has been primarily theoretical, but small case studies of empirical analysis of how teachers and students engage with history as difficult knowledge have emerged to inform practice. This article draws from this body of work – grounded in theories of memory and identity, critical socio-cultural approaches, and psychoanalytic and trauma-informed analysis – to explore key considerations for informing teaching and learning difficult histories. These include the relationship between teacher moral commitments and engagement with or resistance to difficult histories; the role of emotion and unsettling nature of difficult knowledge, and making assumptions about what representations of historic social trauma are or are not traumatising for young people. These considerations have implications for teaching and teacher education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"30 1","pages":"383 - 400"},"PeriodicalIF":2.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49624538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-04DOI: 10.1080/14681366.2021.1983856
Alexander Bacalja
ABSTRACT deological struggles over the policy and practice of literacy education continue to characterise the field. This paper explores how ‘new policy actors’, market-orientated and profit-driven players, construct the crisis of literacy and schooling in Australia to reclaim the doxa of literacy education. The concept of doxa is employed to show how recent discursive practices are contributing to orthodox and heterodox positions. A mixed-methods content analysis was performed on reports produced by business groups and their proxies, analysing how these reports construct new narratives. The findings reveal how these stakeholders adopt a stance best characterised as the old doxa revisited and (re)orientated for new economic imperatives. A defence of literacy as ‘common-sense’ basic skills, in crisis, and predominantly developed through schooling for the purpose of work, is supplemented with a discourse which updates literacy doxa to include technological (media) dimensions where digital literacy skills are the ‘new basics’ of literacy education.
{"title":"(Re)orientating literacy doxa in the digital age: the discursive practices of new policy actors","authors":"Alexander Bacalja","doi":"10.1080/14681366.2021.1983856","DOIUrl":"https://doi.org/10.1080/14681366.2021.1983856","url":null,"abstract":"ABSTRACT deological struggles over the policy and practice of literacy education continue to characterise the field. This paper explores how ‘new policy actors’, market-orientated and profit-driven players, construct the crisis of literacy and schooling in Australia to reclaim the doxa of literacy education. The concept of doxa is employed to show how recent discursive practices are contributing to orthodox and heterodox positions. A mixed-methods content analysis was performed on reports produced by business groups and their proxies, analysing how these reports construct new narratives. The findings reveal how these stakeholders adopt a stance best characterised as the old doxa revisited and (re)orientated for new economic imperatives. A defence of literacy as ‘common-sense’ basic skills, in crisis, and predominantly developed through schooling for the purpose of work, is supplemented with a discourse which updates literacy doxa to include technological (media) dimensions where digital literacy skills are the ‘new basics’ of literacy education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"975 - 987"},"PeriodicalIF":2.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44399448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-26DOI: 10.1080/14681366.2021.1977983
J. Tupper, T. Mitchell
ABSTRACT As a settler colonial state, Canada has used education to advance colonialism in an effort to erase the experiences of Indigenous peoples. Today, education has a critical role to play in advancing the truth of our shared history just as it has played a role in enacting colonial practices and violence on Indigenous peoples. This action research project considers the practices of truth and reconciliation education in Canadian high school classrooms and reveals the need for white settler teachers to engage unrelentingly with difficult knowledge as they encounter and respond to settler colonialism. The research revealed that truth and reconciliation efforts must reaffirm the presence and value of Indigenous peoples, experiences, and epistemologies through the creation of intentional learning opportunities to disrupt colonialism. Notably, this research demonstrates the need for holistic pedagogical approaches as described through the teachings of the medicine wheel and its spiritual, physical, emotional, and mental domains.
{"title":"Teaching for truth: engaging with difficult knowledge to advance reconciliation","authors":"J. Tupper, T. Mitchell","doi":"10.1080/14681366.2021.1977983","DOIUrl":"https://doi.org/10.1080/14681366.2021.1977983","url":null,"abstract":"ABSTRACT As a settler colonial state, Canada has used education to advance colonialism in an effort to erase the experiences of Indigenous peoples. Today, education has a critical role to play in advancing the truth of our shared history just as it has played a role in enacting colonial practices and violence on Indigenous peoples. This action research project considers the practices of truth and reconciliation education in Canadian high school classrooms and reveals the need for white settler teachers to engage unrelentingly with difficult knowledge as they encounter and respond to settler colonialism. The research revealed that truth and reconciliation efforts must reaffirm the presence and value of Indigenous peoples, experiences, and epistemologies through the creation of intentional learning opportunities to disrupt colonialism. Notably, this research demonstrates the need for holistic pedagogical approaches as described through the teachings of the medicine wheel and its spiritual, physical, emotional, and mental domains.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"30 1","pages":"349 - 365"},"PeriodicalIF":2.0,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42885750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-13DOI: 10.1080/14681366.2021.1977978
H. Cahill, B. Dadvand
ABSTRACT Teaching about gender-based violence involves dealing with a form of difficult knowledge and as such calls for substantial emotional, political and pedagogical labour on the part of educators. In this paper, we discuss how we have drawn on theoretical perspectives offered by Judith Butler, along with the Deleuzian notion of affective assemblages to inform the design of professional learning for teachers. We trace the ways in which a combination of naturalistic and non-naturalistic role-play activities was used to structure embodied encounters with difficult knowledge and to evoke the possibility of being and doing differently. We discuss methods used to de-individualise experiences of violence, evoke compassion for others, and foster the capacity to translate caring into action. In doing so we add to knowledge about the use of collective, embodied, critical and creative methods to explore the affects and discourses that inform professional norms and practices.
{"title":"Transformative methods in teacher education about gender-based violence","authors":"H. Cahill, B. Dadvand","doi":"10.1080/14681366.2021.1977978","DOIUrl":"https://doi.org/10.1080/14681366.2021.1977978","url":null,"abstract":"ABSTRACT Teaching about gender-based violence involves dealing with a form of difficult knowledge and as such calls for substantial emotional, political and pedagogical labour on the part of educators. In this paper, we discuss how we have drawn on theoretical perspectives offered by Judith Butler, along with the Deleuzian notion of affective assemblages to inform the design of professional learning for teachers. We trace the ways in which a combination of naturalistic and non-naturalistic role-play activities was used to structure embodied encounters with difficult knowledge and to evoke the possibility of being and doing differently. We discuss methods used to de-individualise experiences of violence, evoke compassion for others, and foster the capacity to translate caring into action. In doing so we add to knowledge about the use of collective, embodied, critical and creative methods to explore the affects and discourses that inform professional norms and practices.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"30 1","pages":"311 - 327"},"PeriodicalIF":2.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43595757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-13DOI: 10.1080/14681366.2021.1977980
A. Keddie
ABSTRACT Schools have long played a significant role in teaching students the values of gender respect and equity. These values have been embedded in education policy and practice in contexts such as Australia for decades. In the current #MeToo moment, there has been renewed emphasis on gender transformative teaching in schools. This work, however, is difficult and discomforting especially in relation to problematising issues of masculine entitlement with boys. The complexities and intensities of emotion associated with this discomfort are the focus of this paper. The paper considers three areas that are important for educators to contemplate in how they approach this work: 1) the significance of pedagogic discomfort; 2) the pedagogical principle of mutual vulnerability; and 3) the value of strategic empathy and ethical self-reflection. These areas of focus are central to engaging boys in gender transformative pedagogy and are particularly important given the broader backlash context against feminism.
{"title":"Engaging boys in gender transformative pedagogy: navigating discomfort, vulnerability and empathy","authors":"A. Keddie","doi":"10.1080/14681366.2021.1977980","DOIUrl":"https://doi.org/10.1080/14681366.2021.1977980","url":null,"abstract":"ABSTRACT Schools have long played a significant role in teaching students the values of gender respect and equity. These values have been embedded in education policy and practice in contexts such as Australia for decades. In the current #MeToo moment, there has been renewed emphasis on gender transformative teaching in schools. This work, however, is difficult and discomforting especially in relation to problematising issues of masculine entitlement with boys. The complexities and intensities of emotion associated with this discomfort are the focus of this paper. The paper considers three areas that are important for educators to contemplate in how they approach this work: 1) the significance of pedagogic discomfort; 2) the pedagogical principle of mutual vulnerability; and 3) the value of strategic empathy and ethical self-reflection. These areas of focus are central to engaging boys in gender transformative pedagogy and are particularly important given the broader backlash context against feminism.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"30 1","pages":"401 - 414"},"PeriodicalIF":2.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46658285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-13DOI: 10.1080/14681366.2021.1977981
Larissa Mclean Davies, Lucy Buzacott
ABSTRACT English remains the only subject mandated throughout the years of schooling in Australia. The compulsory nature of this subject reflects its responsibility for the personal, and literate, development of students. Literature has often been charged with the social and moral dimensions of English. Increasingly, in Australia and elsewhere, literature that disrupts colonial, patriarchal and heteronormative canonical narratives, that presents what might be understood as ‘difficult’ knowledge, is being selected for study. Drawing on two case stories from current research, this paper explores how text selection and pedagogical practices mediate diverse students’ engagements with difficult knowledge in subject English. It explores the challenges teachers face when attempting to disrupt dominant textual meaning-making practices and the decisions they make regarding the kinds of knowledge students encounter in English. We suggest an alternative paradigm– relational literacy– to assist English teachers to reconceptualise students’ textual experiences and knowledges in secondary school English.
{"title":"Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english","authors":"Larissa Mclean Davies, Lucy Buzacott","doi":"10.1080/14681366.2021.1977981","DOIUrl":"https://doi.org/10.1080/14681366.2021.1977981","url":null,"abstract":"ABSTRACT English remains the only subject mandated throughout the years of schooling in Australia. The compulsory nature of this subject reflects its responsibility for the personal, and literate, development of students. Literature has often been charged with the social and moral dimensions of English. Increasingly, in Australia and elsewhere, literature that disrupts colonial, patriarchal and heteronormative canonical narratives, that presents what might be understood as ‘difficult’ knowledge, is being selected for study. Drawing on two case stories from current research, this paper explores how text selection and pedagogical practices mediate diverse students’ engagements with difficult knowledge in subject English. It explores the challenges teachers face when attempting to disrupt dominant textual meaning-making practices and the decisions they make regarding the kinds of knowledge students encounter in English. We suggest an alternative paradigm– relational literacy– to assist English teachers to reconceptualise students’ textual experiences and knowledges in secondary school English.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"176 ","pages":"367 - 381"},"PeriodicalIF":2.0,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41315420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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