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ERIC Number: EJ777882
Record Type: Journal
Publication Date: 2007-Nov
Pages: 15
Abstractor: Author
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0142-5692
Disparate Bodies: The Role of the Teacher in Contemporary Pedagogic Practice
Watkins, Megan
British Journal of Sociology of Education, v28 n6 p767-781 Nov 2007
The teacher's body has a dubious status within contemporary pedagogic practice. The impact of progressivism in many western countries, with its emphasis on student-centred learning, has resulted in a marginalisation of the teacher's role in many classrooms. While its influence appears to be waning, in Australian primary schools, student-centred methodologies such as group-based and independent learning tend to dominate classroom practice. Relegated to the role of facilitator the teacher's overall presence and bodily impact in classrooms has been greatly reduced. Drawing on a study of the practice of two kindergarten teachers in two schools in Sydney, Australia, this article will examine the ways in which they embody pedagogic space, the regimen they create and the techniques they employ in teaching their students how to write. In a sense the title "Disparate bodies" has a dual focus. Not only does it relate to the different ways in which the two teachers deploy their bodies in the classroom, it also refers to the differential embodiment of their students which results from the affects that their teachers' pedagogies engender. (Contains 4 notes.)
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; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia