ERIC Number: EJ936393
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1011-3487
EISSN: N/A
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.)
Descriptors: Social Justice, Persuasive Discourse, Social Change, Science Education, Teaching Methods, Problem Solving, Transformative Learning, Foreign Countries, Social Influences, Preservice Teacher Education
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
Grant or Contract Numbers: N/A