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ERIC Number: EJ779179
Record Type: Journal
Publication Date: 2003-Oct
Pages: 13
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Progress at School: Pedagogy and the Care for Knowledge
Nash, R.
Teaching and Teacher Education: An International Journal of Research and Studies, v19 n7 p755-767 Oct 2003
The importance of care for learners is recognised as fundamental of teaching: it is argued that teaching equally requires a care for "knowledge." Within a realist theory, to care for knowledge, moreover, must involve taking into account its relationship to the real world. The implications of this ontological consideration are worked out with particular reference to Bourdieu's theory that social reproduction is effected in educational contexts where the arbitrary knowledge of the school is experienced, particularly by working-class students, as symbolic violence. The "universal pedagogy" advocated by Bourdieu may need, in fact, to be based on a scientific realism in which the definitive knowledge of the school is regarded not as "arbitrary" but as "necessary." The case for a realist approach, reflecting the different classed, gendered, and cultural origins of students, is made in the context of a secondary school science lesson observed by the New Zealand longitudinal Progress at School project.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand