NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811906
Record Type: Journal
Publication Date: 2008-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1354-0602
"Yes, but if We Have Students Think All Day when Will We Get Anything Done?": Two Conceptual Resources to Engage Students in Democratically Dangerous Teaching
den Heyer, Kent
Teachers and Teaching: Theory and Practice, v14 n3 p253-263 Jun 2008
While the politics of curriculum reform occupy adults, high stakes get played out in crowded classrooms. As a component of democratic inquiry, how might teachers engage students in a study of those agendas shaping their education? What sorts of conceptual resources could help? To begin to answer these questions, I briefly review scholars who address the emergence in several countries of what Kliebard names as a "social efficiency" agenda in education. I then examine two strong examples of literature in "authentic" practices as a curriculum conversation contesting this agenda. While supportive of the intent of scholars concerned with authentic practices, I assert that they insufficiently address ways in which students might engage with issues shaping their experience of formal education and offer two conceptual resources with which to do so. (Contains 2 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:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada