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ERIC Number: EJ937921
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1468-1366
How Do Children Understand Themselves as Learners? Towards a Learner-Centred Understanding of Pedagogy
Bibby, Tamara
Pedagogy, Culture and Society, v17 n1 p41-55 2009
This paper challenges notions that pedagogy is predominantly rational, conscious and deliberate. Drawing on two research projects about experiences of learning in primary and secondary schools, the paper explores pedagogic relationships and the ways these structure and enable different kinds of learning and knowledge creation. The data are read with (Felman, 1987) the psychoanalytic writings of Wilfred Bion to investigate the ways in which knowing and learning are bound up in the unconscious emotional flows of classroom relationships. A learner-centred understanding of pedagogy is tentatively and critically developed. The desirability and some simultaneous difficulties of working with such notions of pedagogy are discussed. (Contains 3 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 - Research
Education Level: Elementary Secondary Education; Primary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A