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ERIC Number: EJ891873
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0013-1946
Signature Pedagogies for Social Foundations: Negotiating Social Foundations Teaching Practices in the Field of Education
Schneider, Sandra B.
Educational Studies: Journal of the American Educational Studies Association, v46 n4 p416-428 2010
The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory neutrality inherent in IDT. This is a serious issue because, increasingly, educators use IDT models to translate Social Foundations courses with social justice and equity outcomes into online formats. Much is lost. This article offers a discussion of the theoretical grounding of IDT (task-analysis) versus social foundations in regards to implications for the instructional social organization of online social foundations classrooms. This article uses the notion of signature pedagogy to describe sociocultural literacies as a basic tenet in social foundations of education. By doing so, it is demonstrated how these important theoretical positions are currently playing out in online instruction and space, to extend their relevance by introducing newer concepts such as Digital Cartesianism and copresence, and to provide a concrete example of what these concerns look like in the current push towards digital formats. In the current context of the use of electronic, social, communication, and mobile technologies in education, we find a new site to continue challenging the assumed neutrality of the technological model for education. (Contains 3 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A