On “Pedagogisation” of School through Academic Discourse on Education: Toward Autoethnography
The text addresses the anxiety, triggered by an inability to transcend the tension-fraught theory-practice relationship, which the author and her colleagues—academic educators—experience in educating teachers. Twenty years ago the already documented discrepancy between the scholarly discourse on tea...
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| Format: | Article |
| Language: | English |
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University of Lower Silesia
2014-12-01
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| Series: | Forum Oświatowe |
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| Online Access: | http://forumoswiatowe.pl/index.php/czasopismo/article/view/279 |
| Summary: | The text addresses the anxiety, triggered by an inability to transcend the tension-fraught theory-practice relationship, which the author and her colleagues—academic educators—experience in educating teachers. Twenty years ago the already documented discrepancy between the scholarly discourse on teaching and actual school realities could be, and indeed was, interpreted as a communist legacy and instrumentally employed in the scientistic system. Today, however, as the discourse on education is being Europeanised (lifelong learning policy, international research and development projects, student and teacher mobility schemes), serious reflection and re-thinking must be provoked by empirical findings which prove that in school practice the quasi-traditional model of transmission (of culture, knowledge, ideology) has only ostensibly been abandoned for teaching in which school’s space of communication is used to promote individual and collective learning models. Interrogating the mechanisms of invisibility, in school practice, of comprehensive theories of learning (developed also outside psychology) and both formal and grass-root support for redefining education in official state policies (for example, the school assessment systems or project-based learning), the author adopts the perspective of so-called engaged scholarship (first-person action research and autoethnography), which she treats not only as a strategy of combining the autobiographical and the personal with the cultural and the social in research and writing but also as a theoretical foundation for highlighting the political factors at work in education.<br /> |
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| ISSN: | 0867-0323 2450-3452 |