Visceral pedagogies and other ways of knowing: exploring ethical responsibility in relationships at the periphery of institutional schooling /
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(Published version)
Date
2009
Authors
Sellar, Richard Sam,
Editors
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Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
This study examines the visceral experience of ethical responsibility and its importance to the dynamic of pedagogical relationships formed in the non-elite periphery of institutional schooling. It was conducted as part of the broader Redesigning Pedagogies in the North (RPiN) project, which brought together teachers from non-elite secondary schools on the geographic and socioeconomic fringe of an Australian capital city. The RPiN project supported teacher action research into the out-of-school lives of non-elite students, and the design of pedagogies and curricula that make use of lifeworld ways of knowing to connect these students with schooling. This study focuses specifically on the ethical dynamics of pedagogical relationships in contexts where there is increased likelihood of conflict between dominant knowledge practices privileged at school and knowledge practices valued in students' homes and communities.
School/Discipline
University of South Australia. Hawke Research Institute for Sustainable Societies
Hawke Research Institute
Hawke Research Institute
Dissertation Note
Thesis (PhD)--University of South Australia, 2009.
Provenance
Copyright 2009 Sam Richard Sellar. This work is made available under the Creative Commons Attribution-NonCommercial-NoDerivs Australia 3.0 licence (http://creativecommons.org/licenses/by-nc-nd/3.0/au/)
Description
ix, 202 leaves.
Includes bibliographical references.
Includes bibliographical references.
Access Status
506 0#$fstar $2Unrestricted online access