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ERIC Number: EJ936393
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1011-3487
Argumentation as Pedagogy for Social Justice "through" Science Education
Edwards, N.
South African Journal of Higher Education, v25 n1 p97-109 2011
Teachers are the curriculum implementers in the classroom, which can become either a constraining or transformative environment. In this article Bourdieu's notion of habitus is appropriated to illustrate the transformative potential of the teacher in the classroom. Paulo Freire's problem-posing education is also utilised as it opens up the space for a dialogical encounter in the classroom. It is then suggested that argumentation as pedagogy in science education is dialogical by nature and can contribute towards social transformation. Debates about socio-scientific issues in the public domain require the skills that argumentation promotes and it is proposed that social justice pedagogy can make a contribution. (Contains 2 figures.)
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa