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ERIC Number: EJ970221
Record Type: Journal
Publication Date: 2012-May
Pages: 22
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-1175-8708
Critical Pedagogic Analysis: An Alternative to User Feedback for (Re)Designing Distance Learning Materials for Language Teachers?
Reed, Yvonne
English Teaching: Practice and Critique, v11 n1 p60-81 May 2012
Internationally, guidelines for distance education advise the use of feedback from students in designing and redesigning materials. As my own attempt to elicit such feedback was an instructive failure, I decided to draw on theorisations of pedagogy, mediation and subjectivity and on international and local (South African) conceptualisations of a knowledge base for teacher education, together with Halliday's work in systemic functional linguistics and Kress and van Leeuwen's work in social semiotics, to devise a framework for what I have termed a critical pedagogic analysis of distance learning materials. I argue that such an analysis can assist materials designers and evaluators to uncover the subject positions constituted for readers of distance learning materials and that this is a worthwhile project because particular subject positions may affect readers' "investment" in their studies and in improving their classroom practice. After giving a brief account of the "feedback failure" and what I learned from it, I outline each "element" of the analytic framework and illustrate its use with examples from an analysis of three sets of South African teacher education materials. (Contains 7 tables, 3 figures, and 8 footnotes.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa