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Rethinking School-to-Work Transitions in AustraliaReinvigorating Pedagogy

Rethinking School-to-Work Transitions in Australia: Reinvigorating Pedagogy [Throughout this research we heard time and time again that schooling was an alienating experience for many students. Haberman (Phi Delta Kappan 73(4): 290–294, 1991) believes that ‘the pedagogy of poverty’, by which he means instructional techniques based on transmission models of teaching and learning (e.g., ‘chalk and talk’, ‘question and answer’ and ‘rote memorisation’), is to blame. This chapter sets out to advance an alternative vision of teaching based on Freire’s (Pedagogy of freedom: ethics, democracy, and civic courage. Rowman & Littlefield, New York, 1998) notion of a ‘pedagogy of hope’ that seeks to cultivate a more optimistic and humane form of collaborative and critically engaged learning that gives students a greater say over what and how they learn and with whom. In this chapter, we describe some ways in which schools might go about the task of reinvigorating pedagogy based on the needs and interests of students. From the point of view of students this involves:creating hospitable places for learningdeveloping interests and passionsengaging with big ideas.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Rethinking School-to-Work Transitions in AustraliaReinvigorating Pedagogy

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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2018
ISBN
978-3-319-72268-9
Pages
99 –115
DOI
10.1007/978-3-319-72269-6_6
Publisher site
See Chapter on Publisher Site

Abstract

[Throughout this research we heard time and time again that schooling was an alienating experience for many students. Haberman (Phi Delta Kappan 73(4): 290–294, 1991) believes that ‘the pedagogy of poverty’, by which he means instructional techniques based on transmission models of teaching and learning (e.g., ‘chalk and talk’, ‘question and answer’ and ‘rote memorisation’), is to blame. This chapter sets out to advance an alternative vision of teaching based on Freire’s (Pedagogy of freedom: ethics, democracy, and civic courage. Rowman & Littlefield, New York, 1998) notion of a ‘pedagogy of hope’ that seeks to cultivate a more optimistic and humane form of collaborative and critically engaged learning that gives students a greater say over what and how they learn and with whom. In this chapter, we describe some ways in which schools might go about the task of reinvigorating pedagogy based on the needs and interests of students. From the point of view of students this involves:creating hospitable places for learningdeveloping interests and passionsengaging with big ideas.]

Published: Jan 9, 2018

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