Pedagogies of indifference
Pedagogies of indifference
复制标题
冷漠的教育学
DOI：
10.1080/13603110701237498
复制
发表时间：
2007
影响因子：
2.2
通讯作者：
B. Lingard
中科院分区：
文献类型：
--
作者：
B. Lingard
本文借鉴了一个大型的澳大利亚委托研究，映射课堂教学法称为“生产性教学法”。教育学的模式来自理论和经验观察的混合，并将弗雷泽（Fraser，1997）所称的再分配政治和承认政治结合在一起，因为它希望改变教育作为一种位置性的善，一种善本身，以及改变当代社会现存的多种差异。对课堂观察的统计分析表明，生产性学习策略有四个维度，即智力需求、联系性、协作性和差异性。映射的实际教学更类似于“冷漠的教学”，而不是在教师护理和教师工作的程度作为治疗，但在方面作出的差异，在低水平的智力需求和连通性，并在虚拟的差异尺寸在整个观察到的约1000节课。本文通过对批判性教学论文献和课堂实证研究的综合分析，提出了一种中间立场的教学论，并试图引发对未来教学论研究、相关政策和课堂实践的讨论。
This paper draws on a large Australian commissioned research study that mapped classroom pedagogies called ‘productive pedagogies’. The model of pedagogies derived from an admixture of theory and empirical observations and worked together what Fraser (1997) calls a politics of redistribution and a politics of recognition in its desire to make a difference in relation to schooling as a positional good, a good in and of itself, and in terms of making a difference in relation to the multiple differences extant in contemporary society. Statistical analysis of classroom observations indicated there were four dimensions of productive pedagogies, notably intellectual demand, connectedness, supportiveness and working with and valuing of difference. The actual pedagogies mapped were more akin to ‘pedagogies of indifference’, not in relation to the extent of teacher care and teacher work as therapy, but in respect of making a difference, in the low levels of intellectual demand and connectedness, and in the virtual absence of the difference dimension across the approximately 1000 lessons observed. In working across the critical pedagogies literatures and empirical studies of classrooms the paper constitutes a pedagogical theory of the middle ground and attempts to provoke debate about future pedagogical research, related policy and classroom practices.