Pedagogisation as a conceptual framework for understanding modern education
Pedagogisation is a theoretical construct, an interpretative category, means used by researchers in order to explain certain forms and trends in educational practice. This concept proved to be fruitful in identifying the omnipresent orientation to search for solutions for broader social and economic...
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2009-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
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| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310902247V.pdf |
| _version_ | 1830407995513634816 |
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| author | Vujisić-Živković Nataša |
| author_facet | Vujisić-Živković Nataša |
| author_sort | Vujisić-Živković Nataša |
| collection | DOAJ |
| description | Pedagogisation is a theoretical construct, an interpretative category, means used by researchers in order to explain certain forms and trends in educational practice. This concept proved to be fruitful in identifying the omnipresent orientation to search for solutions for broader social and economic problems in education. The goal of this paper is critical reconsideration of different meanings of pedagogisation as a possible conceptual framework for understanding modern education, and shedding light on the phenomenon of pedagogisation in the historical and contemporary context. From the perspective of pedagogical historiography, pedagogisation is observed as a kind of dark shadow of modernisation processes in the society and education and the paper discusses two of its poles: 'pedagogisation of childhood world', which assumes observing children's world thorough pedagogical prism, and 'towards school' oriented concept of pedagogisation, manifested through tendency to translate broader social issues in teaching units of formal education. On the other hand, we presented the implications of pedagogisation in contemporary education from the viewpoint of critical pedagogical theory, in which pedagogisation obtained the position of a conceptual framework, which was used to answer the question of what remains behind education when it is relieved of the burden of solving social issues, that is, the always current question of the role of education in society development. |
| first_indexed | 2024-12-20T18:41:37Z |
| format | Article |
| id | doaj.art-46b5b4d9a5ba4bc1a78b7a813ec5d58b |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-20T18:41:37Z |
| publishDate | 2009-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-46b5b4d9a5ba4bc1a78b7a813ec5d58b2022-12-21T19:29:47ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702009-01-0141224726310.2298/ZIPI0902247VPedagogisation as a conceptual framework for understanding modern educationVujisić-Živković NatašaPedagogisation is a theoretical construct, an interpretative category, means used by researchers in order to explain certain forms and trends in educational practice. This concept proved to be fruitful in identifying the omnipresent orientation to search for solutions for broader social and economic problems in education. The goal of this paper is critical reconsideration of different meanings of pedagogisation as a possible conceptual framework for understanding modern education, and shedding light on the phenomenon of pedagogisation in the historical and contemporary context. From the perspective of pedagogical historiography, pedagogisation is observed as a kind of dark shadow of modernisation processes in the society and education and the paper discusses two of its poles: 'pedagogisation of childhood world', which assumes observing children's world thorough pedagogical prism, and 'towards school' oriented concept of pedagogisation, manifested through tendency to translate broader social issues in teaching units of formal education. On the other hand, we presented the implications of pedagogisation in contemporary education from the viewpoint of critical pedagogical theory, in which pedagogisation obtained the position of a conceptual framework, which was used to answer the question of what remains behind education when it is relieved of the burden of solving social issues, that is, the always current question of the role of education in society development.http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310902247V.pdfpedagogisationsocial policy and educationmodernization of education |
| spellingShingle | Vujisić-Živković Nataša Pedagogisation as a conceptual framework for understanding modern education Zbornik Instituta za pedagoška istraživanja pedagogisation social policy and education modernization of education |
| title | Pedagogisation as a conceptual framework for understanding modern education |
| title_full | Pedagogisation as a conceptual framework for understanding modern education |
| title_fullStr | Pedagogisation as a conceptual framework for understanding modern education |
| title_full_unstemmed | Pedagogisation as a conceptual framework for understanding modern education |
| title_short | Pedagogisation as a conceptual framework for understanding modern education |
| title_sort | pedagogisation as a conceptual framework for understanding modern education |
| topic | pedagogisation social policy and education modernization of education |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310902247V.pdf |
| work_keys_str_mv | AT vujisiczivkovicnatasa pedagogisationasaconceptualframeworkforunderstandingmoderneducation |