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ERIC Number: EJ763575
Record Type: Journal
Publication Date: 2007-Jun
Pages: 11
Abstractor: Author
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1356-2517
Pedagogy as a Discipline: Emergence, Sustainability and Professionalisation
Canning, John
Teaching in Higher Education, v12 n3 p393-403 Jun 2007
In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing "safe systems" (Guilherme & Phipps (2004) "Critical pedagogy: political approaches to language and intercultural communication" (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom