Socially just pedagogies in changing times |
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| Authors: | Bob Lingard |
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| Institution: | University of Sheffield , United Kingdom |
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| Abstract: | This article reports on Australian research that developed the concept of 'productive pedagogies', a model that is deemed to be socially just and appropriate for the contemporary post-modern globalised world. The model extends the modernist one of 'authentic pedagogy' developed in the USA and sits as a counter to the inauthentic post-modernist model of pedagogy framed by neo-liberal and new public management forms of accountability in some educational systems. The article begins from the assumption that the quality of pedagogies is a social justice issue and documents the lack of intellectual demand, connectedness and working with difference in the pedagogies mapped in the 1000 classrooms observed, while also noting the high degree of social support teachers offered students. These lacks can be seen to reproduce inequalities through schooling, rather than challenge them. Teacher care and support are necessary, but not sufficient for socially just pedagogies, which also need to be backed by redistributive socially just policies and some professional trust of teachers. |
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| Keywords: | schooling effect cognitive development political oppression Palestinian education |
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