Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection
Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection
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COVID-19 大流行期间澳大利亚学校的教学法转变：活动理论反思
DOI：
10.15354/bece.20.or023
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
P. Renshaw
中科院分区：
文献类型：
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作者：
Clarence Ng;P. Renshaw
“在家学习”是澳大利亚在新冠肺炎疫情期间关闭学校的集体应对措施。在本文中，我们提供了一个家庭学习事件的描述，突出了教师，学生和家长所要求的变化。借鉴恩格斯特罗姆的文化历史活动理论，我们反思了这些变化，并质疑这些变化在多大程度上构成了一种认识到家庭和社区是学习的重要来源和场所的变革性教学法。有人认为，文化知识和家庭习俗在目前与家庭学习活动相关的实践中没有得到充分的承认和利用。基于知识基金的概念，我们认为变革型教学法应该在学校课程、文化知识和家庭实践之间建立有目的的联系。通过一个以游戏为基础的学习的例子来说明这种方法，在这个例子中，一位家长让她四年级的女儿在一个家庭咖啡馆里进行非正式的学习，以满足学校课程的要求。这个案例引发了人们对一些重要问题的进一步思考，这些问题涉及什么是学习，什么是有价值的学习。
“Learning from home” was a collective response to school closure in Australia amid the COVID-19 pandemic. In this paper, we offer a description of the learning-from-home event, highlighting changes that were required of teachers, students and parents. Drawing on Engestrom’s cultural-historic activity theory, we reflect on these changes and query the extent to which the changes amount to a transformative pedagogy recognizing home and community as a significant source of and place for learning. It is argued that cultural knowledge and family practices have not been sufficiently acknowledged and utilized in the current practices associated with the learning-from-home event. Based on the notion of funds of knowledge, we argue that a transformative pedagogy should build purposeful connection between school curriculum, cultural knowledge and family practices. This approach is illustrated using an example of play-based learning where a parent engaged her Year 4 daughter in a home cafe enabling informal learning that met the requirements of the school curriculum. This case invites further reflection on important questions related to what counts as learning and what worthwhile learning encompasses.