NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ834721
Record Type: Journal
Publication Date: 2005-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0159-6306
Pedagogy and Post-Coloniality: Teaching "Education" Online
Middleton, Sue
Discourse: Studies in the Cultural Politics of Education, v26 n4 p511-525 Dec 2005
The academic study of Education (as a social, historical, and theoretical phenomenon) is complicated by the fact of our immersion in it. This paper combines Said's idea of "contrapuntal reading" with Bourdieu's notion of reflexivity to explore what happens when students on an Education course directly confront the fact of their everyday involvement in their object of study, Education. How do the questions raised by post-colonial and other critical social writers "appear" from such a position? How does the fact of our involvement complicate our theoretical or scientific knowledge of these? By means of an episodic, narrative form of writing, this paper describes a life history pedagogy for teaching a compulsory "social issues" course online to New Zealand pre-service teacher education students. As data I draw on online conversations with and between students as they engage in the production of contextualized life history interview narratives. (Contains 5 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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand