pedagogies for teaching reading and writing traditional progressivist postmodern progressive
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Pedagogies for Teaching Reading and Writing Traditional Progressivist Postmodern Progressive Neo-conservative all contribute to today’s pedagogy. Pedagogical Spaces 1: Traditional. Petrus Ramus Classical canon of literature Great Men of History Christianity Knowledge in books . - PowerPoint PPT PresentationTRANSCRIPT
Pedagogies for Teaching Reading and Writing
1. Traditional2. Progressivist
3. Postmodern Progressive4. Neo-conservative
all contribute to today’s pedagogy
Petrus Ramus•Classical canon of literature•Great Men of History•Christianity
Knowledge in books
.
Pedagogical Spaces 1: Traditional
The Enlightenment
Renee Descartes
Pedagogical Spaces 1: Traditional
•Institutionalised•Mass schooling•Rigid systems
Pedagogical Spaces 1: Traditional
‘Literacy learning was…used as an instrument to inculcate ‘puncutality, respect, discipline, subordination…a medium for tutelage in values and morality’
Graff, 1987:p.262 cited in Katzinger and Cross
Pedagogical Spaces 1: Traditional
Pedagogy as Ideology
Max Weber
(1846-1920)
The ‘iron cages’ of rationalisation
Pedagogical Spaces 1: Traditional
Testing
John Holt – ‘most children fail’
John Dewey
Maria Montessori
movement, change and progress
Pedagogical Space 2: Progressivist
John Dewey 1900
‘To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct appeal; to preparation for a more or less remote future is opposed to making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world’
cited in Katzinger and Cross, 1993: pp45-6
Pedagogical Space 2: Progressivist
John Dewey
‘Textbooks and lectures give the result of other men’s discoveries, and thus seem to provide a short cut to knowledge; but the outcome is just a meaningless reflecting back of symbols with no understanding of the facts themselves’Dewey and Dewey 1915 cited in Cross and Katzinger, 1993: p.46
Pedagogical Space 2: Progressivist
•progress not in a textbook•active relationship with the world•creativity at the heart of society
Pedagogical Space 2: Progressivist
Your experiences of child-centred education
Progressive Pedagogy•The idea of progress•Standard English was to be the conclusion•Correct acquisition served an industrial purpose
Pedagogical Space 2: Progressivist
John Dewey
‘having something to say rather than having to say something’ Dewey 1900 cited in Cross and Katzinger, 1993:p.47
Literacy in Progressivist Pedagogy
Pedagogical Space 2: Progressivist
•difference•discontinuity•cultural fragmentation•linguistic fragmentation
‘the postmodernists pronounce the end of history; the decadence of grand metanarratives…the demise of progress’
Cross and Katzinger, 1993: p.48
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
Post-modernism
Lyotard - an incredulity towards metanarratives
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
Richard Hoggart
The Uses of Literacy
“an all-pervading culture”
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
Shared working-class life in the 1930s
Superstition - touch wood, black cats
Attitude - family, neighbour
Fixed gender roles
wife - corner shop, clothes line,
husband - work, pub
Language - mam, our Alice
Food - chops, chips
Richard Hoggart - The Uses of Literacy
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
metanarratives
Church God creates world
People go bad
Jesus dies to save people from Hell
Repent and go to HeavenLife is a trial
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
metanarratives 2
Science By understanding the world we will control it
The universe was made by a Big Bang
People evolved from apes
People keep improving life
We exist to make the world better
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
metanarratives 3
AuthoritySome people have special skills
These people should use them to serve society
We must respect those who serve for our good
Life is about knowing your place in society and serving where you can
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
High Windows
When I see a couple of kidsAnd guess he's fucking her and she'sTaking pills or wearing a diaphragm,I know this is paradise
Everyone old has dreamed of all their lives--Bonds and gestures pushed to one sideLike an outdated combine harvester,And everyone young going down the long slide
To happiness, endlessly. I wonder ifAnyone looked at me, forty years back,And thought, That'll be the life;No God any more, or sweating in the dark
About hell and that, or having to hideWhat you think of the priest. HeAnd his lot will all go down the long slideLike free bloody birds. And immediately
Rather than words comes the thought of high windows:The sun-comprehending glass,And beyond it, the deep blue air, that showsNothing, and is nowhere, and is endless.
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
The death of God
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
Postmodernism = Post-structuralism
no privileged discourses
music food drinkbookstelevision
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
•humans are active meaning makers•no universal meaning - polysemic•no privileged discourses•the death of the author (Eco)
a curriculum relevant to experience
power to marginalised discourses e.g. Creole
Literacy in Progressivists Pedagogy of Postmodernism
Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
Language is
‘a system of signs structured in the infinite play of difference’ Aronwitz and Giroux, 1991: p.13 cited in Cross and Katzinger, 1993: p.50
Neoliberalism and Neo-conservatism
Neoliberalism1970s• financial and oil crises bring social unrest• crisis of the welfare state1980s• Rise of new socio-economic and political doctrines– Chicago school of Economics, Milton Friedman– Centre for Policy Studies, Friedrich Hayek– Margaret Thatcher, Ronald Reagan1990s• Demise of contrasting ideologies– Fall of the Berlin Wall– Dissolution of the Soviet Union
The 1980s
Key ideas•Culture•Thatcherism (UK) Reagan (US)•Lifestyles•Hedonism•Display•Individualism•extravagance
Music
Fashion
Leisure
Dance
Films
TV
Hair
Greed is Good
Hedonism
‘modern hedonism is characterized by a longing to experience in reality those pleasures created or enjoyed in the imagination, a longing which results in the ceaseless consumption of novelty’ Celia Lury Consumer Culture. Oxford: Blackwell, 1997: 73
Lead us into temptation
‘People now work...not just to stay alive, but in order to be able to afford to buy consumer products. The goods which are advertised serve as goals and rewards for working... consumption has taken off into an almost ethereal, or hyper-real, symbolic level so that it is the idea of purchasing as much as the act of purchasing which operates as a motivation for many in doing paid work’
Robert Bocock, Consumption. London: Routledge1995: 50
Work