Resisting technicist approaches in favour of complexity and social justice in a teacher education program
Date
2011
Authors
MacGill, B.
Whitehead, K.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Journal article
Citation
Social Alternatives, 2011; 30(4):38-41
Statement of Responsibility
Conference Name
Abstract
Whitehead and MacGill's approach to teaching a core Sociology topic in Education in a 2-year Master of Teaching (MTch) program at Flinders University resists technicist models of pre-service preparation in favour of a socially transformative educative praxis (Friere, 1972). The students' lived experiences, diverse backgrounds and practicum experience inform dialogue that emerges from Problem Based Learning (PBL). This combination is used to develop the skills for critical discourse analysis as both a theory and method (Van Dijk, 2004) to rethink pedagogy and practice in education settings. Students are exposed to theoretical understandings in education and challenged to develop a critical insight into the neutralised constructed regimes of educational discourse inherent in hegemonic 'management pedagogies' (Giroux, 1985, cited in Smyth, 2010: 115).
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2015 the authors