NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820172
Record Type: Journal
Publication Date: 2005-Jul
Pages: 22
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-0962-0214
Socially Just Pedagogies in Changing Times
Lingard, Bob
International Studies in Sociology of Education, v15 n2 p165-186 Jul 2005
This article reports on Australian research that developed the concept of "productive pedagogies", a model that is deemed to be socially just and appropriate for the contemporary post-modern globalised world. The model extends the modernist one of "authentic pedagogy" developed in the USA and sits as a counter to the inauthentic post-modernist model of pedagogy framed by neo-liberal and new public management forms of accountability in some educational systems. The article begins from the assumption that the quality of pedagogies is a social justice issue and documents the lack of intellectual demand, connectedness and working with difference in the pedagogies mapped in the 1000 classrooms observed, while also noting the high degree of social support teachers offered students. These lacks can be seen to reproduce inequalities through schooling, rather than challenge them. Teacher care and support are necessary, but not sufficient for socially just pedagogies, which also need to be backed by redistributive socially just policies and some professional trust of teachers. (Contains 3 tables, 1 figure and 7 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; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia