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Pedagogy and Practice: Culture and Identities

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This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view ...
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Overview

This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher.

The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled.

The book takes a sociocultural view of learning and considers the pedagogical implications of this view. It explores different meanings of pedagogy and considers notions of cultural bridging and the processess of transforming identities.

The contributions challenge ways of thinking about practice, both teaching and assessment, and argue for practices that bridge between learners' worlds, their communities and educational institutions.

Drawing on the international literature, this book will be essential reading for students of curriculum learning and assessment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with curriculum, learning and the practice of teaching and assessment.

This book is relevant to those in work-based and professional education and training, and in informal educational settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

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Product Details

Table of Contents

Sect. 1 Thinking about Pedagogy 1

1 Pedagogy, Curriculum and Culture Robin Alexander Alexander, Robin 3

2 Defining Pedagogy Patricia Murphy Murphy, Patricia 28

3 Learning From Other People in the Workplace Michael Eraut Eraut, Michael 40

4 Observing Sociocultural Activity on Three Planes: Participatory Appropriation, Guided Participation, and Apprenticeship Barbara Rogoff Rogoff, Barbara 58

5 The In-between: Exposing Everyday Learning at Work Nicky Solomon Solomon, Nicky David Baud Baud, David Donna Rooney Rooney, Donna 75

Sect. 2 Cultural Bridging 85

6 Leaving Middle Childhood and Moving into Teenhood: Small Stories Revealing Identity and Agency Kathy Hall Hall, Kathy 87

7 Identity in Practice Etienne Wenger Wenger, Etienne 105

8 Funds of Knowledge for Teaching in Latino Households Norma Gonzalez Gonzalez, Norma Luis Moll Moll, Luis Martha Floyd Tenery Tenery, Martha Floyd Anna Rivera Rivera, Anna Pat Rendon Rendon, Pat Raquel Gonzales Gonzales, Raquel Cathy Amanti Amanti, Cathy 115

9 'This is our School' : Provision, Purpose and Pedagogy of Supplementary Schooling in Leeds and Oslo Kathy Hall Hall, Kathy Kamil Ozerk Ozerk, Kamil Mohsin Zulfiqar Zulfiqar, Mohsin Jon Tall Tall, Jon 131

Sect. 3 Shaping Identities

10 Gender, Assessment and Students' Literacy Learning: Implications for Formative Assessment Patricia Murphy Murphy, Patricia Gabrielle Ivinson Ivinson, Gabrielle 147

11 New Ways of Knowing: Learning at the Margins Colin Lankshear Lankshear, Colin Michele Knobel Knobel, Michele 161

12 Constructing and Deconstructing Masculinities through Critical Literacy Bronwyn Davies Davies, Bronwyn 177

13 Assessment as Learning? How the Useof Explicit Learning Objectives, Assessment Criteria and Feedback in Post-secondary Education and Training Can Come to Dominate Learning Harry Torrance Torrance, Harry 193

Index 206

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