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Classroom participation: teachers' work as listeners

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dc.contributor.authorComber, B.
dc.contributor.authorHayes, D.
dc.date.issued2023
dc.description.abstractThis article examines teachers’ work as part of the everyday life of classrooms, schools and communities—as curriculum design, dynamic pedagogies and as an oeuvre which is assembled over time. One of the hardest aspects of the everyday work of teachers, and perhaps one of the most under-rated and under-studied, is listening, really listening. This article firstly explores the dangers of teachers not listening. Secondly, it highlights the contributions of teacher researchers who take students and their worlds seriously. We argue that teachers listening to students in the context of their communities can underpin responsive pedagogies and creative curriculum design, which in turn can allow students to assemble repertoires of complex communication practices for representation, participation and taking action. Finally, we speculate about how, over time, teachers, as artists, assemble an oeuvre—an assemblage of curriculum design and responsive pedagogies which could inform teacher education and research.
dc.identifier.citationJournal of Curriculum Studies, 2023; 55(1):37-48
dc.identifier.doi10.1080/00220272.2022.2134738
dc.identifier.issn0022-0272
dc.identifier.issn1366-5839
dc.identifier.urihttps://hdl.handle.net/11541.2/31212
dc.language.isoen
dc.publisherRoutledge
dc.relation.fundingARC LP120100714
dc.rightsCopyright 2022 Informa UK Limited, trading as Taylor & Francis Group
dc.source.urihttps://doi.org/10.1080/00220272.2022.2134738
dc.subjectteacher' work
dc.subjectclassroom discourse
dc.subjectliteracy
dc.subjectethnography
dc.subjectnew materialism
dc.titleClassroom participation: teachers' work as listeners
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916693327501831

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