DOCSLIB.ORG

The Right to Education Movements and Policies: Promises and Realities About NSI

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Right to Education Movements and Policies: Promises and Realities About NSI NORRAG SPECIAL ISSUE The Right to Education Movements and Policies: Promises and Realities About NSI NORRAG Special issue (NSI) is an open-source periodical. It Network for international policies and cooperatio n in education and training seeks to give prominence to authors from different countries NORRAG Réseau sur les politique s et la coopératio n and with diverse perspectives. Each issue is dedicated to a internationales en éducation et en formation special topic of global education policy and international cooperation in education. NSI includes a number of concise 20, Rue Rothschild l P.O. Box 1672 articles from diverse perspectives and actors with the aim to 1211 Geneva 1, Switzerland bridge the gap between theory and practice as well as advocacy +41 (0) 22 908 45 47 and policy in international education development. [email protected] NSI is produced by NORRAG and is supported by the NORRAG Special Issue 01, January 2018 Open Society Foundations (OSF) and the Swiss Agency for Development and Cooperation (SDC). The content and Coordination perspectives presented in the articles are those of the Dr. Arushi Terway individual authors and do not represent views of any of these organizations. Production Paul Gerhard About NORRAG NORRAG is a global membership-based network of Design concept international policies and cooperation in education, Anouk Pasquier Di Dio established in 1986. NORRAG’s core mandate and strength is to produce, disseminate and broker critical knowledge and to Copy editing build capacity for and with a wide range of stakeholders. These Amy Henderson stakeholders inform and shape education policies and practice, both at national and international levels. By doing so, NORRAG NORRAG is supported by: contributes to creating the conditions for more participatory, better informed, and evidence-based policy decisions that improve equal access to and quality of education. NORRAG is an associate programme of the Graduate Institute of International and Development Studies, Geneva More information about NORRAG, including its scope of work and thematic areas, is available at www.norrag.org @norrag @norrag.network Published under the terms and conditions of the Creative Commons licence: Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) https://creativecommons.org/ licenses/by-nc/4.0/ ISSN: pending The Right to Education Movements and Policies: Promises and Realities Guest editors Archana Mehendale, Professor, Tata Institute of Social Sciences, Mumbai, India Rahul Mukhopadhyay, Visiting Faculty, Azim Premji University, Bengaluru, India 3 3 Foreword The year 2018 marks the 70th anniversary of the Universal (NSI) is dedicated to examining international frameworks and Declaration of Human Rights (UDHR), which was adopted by the national policy as well as the challenges of fulfilling the right to global community in 1948. Amongst other fundamental human education in practice. rights, we have yet to realise the right to education as outlined in Article 26 of the UDHR: Since its inception in 1986, NORRAG has been charged with the task of disseminating knowledge, providing critical analysis 1. Everyone has the right to education. Education shall be and perspective, and facilitating dialogue on global education free, at least in the elementary and fundamental stages. and education cooperation policy. Over the last 30 years, under Elementary education shall be compulsory. Technical and the leadership of our distinguished colleague Kenneth King, professional education shall be made generally available Professor Emeritus of the University of Edinburgh, 54 issues and higher education shall be equally accessible to all on the of NORRAG News (NN) were published. NORRAG Special Issues basis of merit. (NSI) will build on this achievement and will aim to further decentralise and amplify the voices of the Global South in 2. Education shall be directed to the full development of the critical analyses of education policy and practice. human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote The inaugural issue of NSI on the Right to Education Movements understanding, tolerance and friendship among all nations, and Policies: Promises and Realities aims to highlight the global racial or religious groups, and shall further the activities of and national level experience and perspective on guaranteeing the United Nations for the maintenance of peace. the right to education, as outlined in international frameworks, national constitutions, legislation, and policy, when creating 3. Parents have a prior right to choose the kind of education the required administrative structures to ensure that the right that shall be given to their children.1 is respected, protected, and fulfilled for all. As with other NORRAG activities, we attempt to bridge the gap between both Commitment to ensuring the right to education for all has theory and practice and advocacy and policy in international since been affirmed in several international frameworks and, educational development. We pursue this intellectual project by most recently, within Sustainable Development Goal 4: Ensure generating a platform in which an informed dialogue between inclusive and quality education for all and promote lifelong researchers, policy actors, and advocacy groups may take place. learning. The Issue is divided into six parts, each focusing on a specific However, according to UNESCO, 264 million children and theme of right to education policy and practice. In part 1, youth are still out of school around the world, and this is only authors take a global perspective in highlighting the experience, accounting for the primary (61 million) and secondary school opportunities, and challenges with the implementation of (203 million) age population. In particular, the poorest and most global normative and legal frameworks for on ensuring the marginalised, including ethnic and religious minorities, persons right to education for all. Part 2 delves more deeply into the with disabilities, girls, and populations experiencing conflict, are historical evolution and reconceptualisation of education often systematically unable to access and complete a full cycle for the progressive expansion of the right to education. of quality education. The first volume of NORRAG Special Issue Beyond the global discussion, authors bring contextualised 4 perspectives from India, South Africa, and China. In the third National Law School of India University, Bangalore, where she part of the Issue articles present the challenges encountered helped to design and launch the Post Graduate Diploma in at the national level in Brazil, South Africa, and India, with Child Rights Law. the implementation of international frameworks, legal standards, policy goals and domestic legislation on right to Rahul Mukhopadhyay is currently a visiting faculty member education. In part 4, contributions exemplify the engagement with the School of Education, Azim Premji University. He of various stakeholders, from regulatory bodies to parents and also works with the Connected Learning Initiative under the community, in ensuring and holding the government to account Centre for Education Innovation and Action Research (CEIAR), for the provision of the right to education. Tata Institute of Social Sciences. He has worked on several projects on education in India related to the right to education, Within part 5, authors with diverse perspectives highlight the changing nature of the public and the private in school imperative debates and experiences concerning private sector education, strengthening of institutional capacity, quality in engagement in the provision of education and in guaranteeing education, and education governance. the right to education to all. The concluding part of the Issue brings attention to the challenges faced by specific The guest editors, Professor Mehendale and Dr. Mukhopadhyay, marginalised populations in accessing their right to education— would like to acknowledge with gratitude the support extended street children in Brazil, refugees, Roma populations in Europe, by a number of individuals and institutions in the preparation of mobile populations in India, and indigenous peoples of this Issue. The Tata Institute of Social Sciences, Mumbai and the Canada. Azim Premji University, Bengaluru, made it possible for them to embark on this exciting and highly stimulating engagement. We are pleased that Professors Archana Mehendale and Rahul Colleagues from these, namely Shubhangi Wankhede, Sunita Mukhopadhyay serve as the guest editors for the inaugural issue Badrinarayan, Gitanjali Somanathan, and Professor. Padma of NSI: Sarangapani, have been extremely generous with their time and support. They sincerely appreciate the professional support Archana Mehendale is a Professor at the Centre for Education, provided by Abhigna A.S. and Aparna Tulpule who helped Innovation and Action Research, Tata Institute for Social with the editing of this Issue. Baidehi Sengupta and Sankar Sciences. She also serves as a Lecturer at the University of Ram Barman deserve specific mention for assistance with the Geneva in the Master of Advanced Studies on Child Rights interview with Prof. Krishna Kumar, as does, Dr. Manish Jain, program. She was a member of the CABE committee, which Ambedkar University Delhi, who also helped with this interview. drafted the Right to Education legislation in India, and has previously worked with the Centre for Child and the Law,
Load more

Recommended publications
  • Kindergarten in Ontario – an Exceptional Case of a Publicly Funded Early Childhood Education Since 1883
    Encounters in Theory and History of Education Vol. 21, 2020, 231–252 Kindergarten in Ontario – An Exceptional Case of a Publicly Funded Early Childhood Education Since 1883 Danuta Wloka Queen’s University Abstract Ontario has the distinction of having the longest and the richest history of public kindergarten in Canada. Ontario’s kindergarten is an exception in the field of publicly funded early childhood care and education in Canada, where the care and education of preschool-aged children has not been recognized as the government’s responsibility. This article traces the development of Ontario’s public kindergarten from its inception in 1883 to the current Full-Day Early Learning–Kindergarten Program. It identifies the evolving characteristics of kindergarten, trends, and paradigmatic changes in the analyzed period by using a longue durée approach as per Fernand Braudel. It explores the context of each historical phase of Ontario’s kindergarten development, the intersection of political agendas, ideologies, and economic and pragmatic considerations that were impacting kindergarten policies. Keywords: kindergarten, childcare, early childhood education, early years education policy, longue durée history ISSN 2560-8371 DOI: 10.24908/encounters.v21i0.14255 Ó Encounters in Theory and History of Education | 231 D. Wloka Kindergarten in Ontario Les écoles maternelles en Ontario – Le cas exceptionnel d’une initiative d’éducation de la petite enfance subventionnée par le gouvernement depuis 1883 Résumé L’Ontario est la province canadienne qui a la plus ancienne et la plus riche histoire d’éducation maternelle et de soins aux enfants d’âge préscolaire au Canada. Les maternelles ontariennes font exception au Canada dans le domaine des soins et de l’éducation de la petite enfance subventionnés par des fonds publics dans la mesure où ces services ne relèvent pas du gouvernement dans les autres provinces.
    [Show full text]
  • The History of Inequality in Education and the Question of Equality Versus Adequacy
    University of Central Florida STARS Honors Undergraduate Theses UCF Theses and Dissertations 2016 The History of Inequality in Education and the Question of Equality Versus Adequacy Diana Carol Dominguez University of Central Florida Part of the Civil Law Commons, Civil Rights and Discrimination Commons, Educational Methods Commons, Education Law Commons, Ethics and Political Philosophy Commons, Legal Commons, Political History Commons, Social History Commons, and the United States History Commons Find similar works at: https://stars.library.ucf.edu/honorstheses University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by the UCF Theses and Dissertations at STARS. It has been accepted for inclusion in Honors Undergraduate Theses by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Dominguez, Diana Carol, "The History of Inequality in Education and the Question of Equality Versus Adequacy" (2016). Honors Undergraduate Theses. 143. https://stars.library.ucf.edu/honorstheses/143 THE HISTORY OF INEQUALITY IN EDUCATION AND THE QUESTION OF EQUALITY VERSUS ADEQUACY by DIANA C. DOMINGUEZ A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Philosophy in the College of Arts and Humanities and in the Burnett Honors College at the University of Central Florida Orlando, Florida Fall Term, 2016 Thesis Chair: Dr. Nancy A. Stanlick ABSTRACT Although the U.S. Constitution espouses equality, it clearly is not practiced in all aspects of life with education being a significant outlier. In the Declaration of Independence, Thomas Jefferson wrote about inalienable rights to life, liberty, and the pursuit of happiness.
    [Show full text]
  • A History of Religious Educators Elmer L
    Liberty University DigitalCommons@Liberty University Books The orkW s of Elmer Towns 1975 A History of Religious Educators Elmer L. Towns Liberty University Follow this and additional works at: http://digitalcommons.liberty.edu/towns_books Recommended Citation Towns, Elmer L., "A History of Religious Educators" (1975). Books. Paper 24. http://digitalcommons.liberty.edu/towns_books/24 This Article is brought to you for free and open access by the The orkW s of Elmer Towns at DigitalCommons@Liberty University. It has been accepted for inclusion in Books by an authorized administrator of DigitalCommons@Liberty University. For more information, please contact [email protected]. Contents Contributors Preface Part One A.D. 1-500 1 Jesus / Donald Guthrie 2 Paul / Richard N. Longenecker 3 Augustine / Howard Grimes Part Two A.D. 500-1500 4 Columba / John Woodbridge 5 Thomas Aquinas / Joan Ellen Duval 6 Geert Groote / Julia S. Henkel Part Three A.D. 1500-1750 7 Erasmus / Robert Ulich 8 Martin Luther / Harold J. Grimm 9 Huldreich Zwingli / H. Wayne Pipkin 10 Ignatius of Loyola / George E. Ganss 11 Philip Melanchthon / Carl S. Meyer 12 John Knox / Marshall Coleman Dendy 13 John Calvin / Elmer L. Towns 14 John Amos Comenius / W. Warren Filkin, Jr. 15 August Hermann Francke / Kenneth 0. Gangel 16 Nikolaus Ludwig Zinzendorf / T. F. Kinloch Part Four A.D. 1750-1900 17 John Wesley / Elmer L. Towns 18 Robert Raikes / Elmer L. Towns 19 Johann H. Pestalozzi / Gerald Lee Gutek 20 Johann Friedrich Herbart / Abraham Friesen 21 Thomas Arnold / William R. Feyerharm 22 John Henry Newman / Bernard Ramm 23 Horace Bushnell / Elmer L.
    [Show full text]
  • HISTORY of EDUCATION Susan Shaw
    CHAPTER 1 HISTORY OF EDUCATION Susan Shaw By the end of this chapter, you should: • have a knowledge of the education system from 1870 onwards • have an understanding of changes in the philosophy, curriculum, management and accountability in primary schools • be able to speculate about the future of education • begin to form your own professional philosophy and values • understand the need to respond to changes with professional integrity. 01-Cooper-4217-CH-01-(PART I).indd 3 12/07/2011 7:35:57 PM 4 INTRODUCTION TO PROFESSIONAL STUDIES Introduction In order to fully appreciate and understand the education system that will be in place once you qualify, it is necessary to have an insight into the influences and decisions that have taken place in the past, to form and develop this system. The norm today is for all children aged 5 years to attend primary school. However, compulsory primary educa- tion in England did not begin until 1880. Before this, there were many types of formal and informal schooling. This chapter will highlight some key dates, people and events that have contributed to the current education system and the primary curriculum. It considers the impact of legislation on teaching and learning (for example, the cur- riculum and the effects of increasing centralisation, testing and league tables) and the advantages claimed for this legislation (that is, the values underpinning the National Curriculum). It shows how an informed educational philosophy helps us respond to centralised changes and considers the development of new curricula. 1870: the beginning of compulsory state education Rationale By 1870 England was a largely industrial rather than an agricultural society.
    [Show full text]
  • A History of Christian Education: Protestant, Catholic, and Orthodox Perspectives
    140 A HISTORY OF CHRISTIAN EDUCATION: PROTESTANT, CATHOLIC, AND ORTHODOX PERSPECTIVES J. L. ELIAS. KRIEGER PUBLISHING, 2002. Reviewed by Stephen J. Denig ohn Elias of Fordham University in New York City is most likely familiar Jwith the Grey Line Tours of New York. You board a tour bus and for the next few hours you are carried around the city. The tour guide points out the sites, giving you a taste of what there is and encouraging you to revisit var- ious points of interest. Occasionally the bus stops and you can get off for a more in-depth look at something. However, there just never seems enough time to investigate everything. I felt like that as I read A History of Christian Education by John Elias. In the space of 260 pages of text, he reviews more than 2,500 years of education. Instead of being a traditional history of education, stressing names, places, and events, the book is more a history of educational philosophy. In a typical perennialist fashion, he wants to expose us to the great ideas that have guided educational development. As he makes clear, so many of these great ideas are rooted in the classics. He tempts us with Plato and Aristotle, with Isocrates and Quintillian, with Marcus Aurelius and Origen. We gain a taste and move on. In the first chap- ter alone, classical Greek, Roman, Jewish, Apostolic, and early Church influ- ences on Christian education are reviewed. For this reviewer, this was done much too briefly. The topics explored in chapter one are themselves worthy of a book.
    [Show full text]
  • History of Mathematics Education in Brazil: an Overview of Secondary Education
    The Mathematics Enthusiast Volume 18 Number 3 Number 3 Article 2 8-2021 History of Mathematics Education in Brazil: an overview of secondary education Maria Laura Magalhães Gomes Antonio Vicente Marafioti Garnica Follow this and additional works at: https://scholarworks.umt.edu/tme Let us know how access to this document benefits ou.y Recommended Citation Magalhães Gomes, Maria Laura and Marafioti Garnica, Antonio Vicente (2021) "History of Mathematics Education in Brazil: an overview of secondary education," The Mathematics Enthusiast: Vol. 18 : No. 3 , Article 2. Available at: https://scholarworks.umt.edu/tme/vol18/iss3/2 This Article is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information, please contact [email protected]. TME, vol. 18, no. 3, p. 352 History of Mathematics Education in Brazil: an overview of secondary education Maria Laura Magalhães Gomes1 Universidade Federal de Minas Gerais Antonio Vicente Marafioti Garnica Universidade Estadual Paulista Abstract: The field of the history of mathematics education, inscribed in the field of research on mathematics education in Brazil, has been developed as a result of the work of many groups of researchers, dedicated to varied themes under the light of various theoretical and methodological approaches. While it is impossible to describe in detail such studies in a single article, the objective of this text is to offer an overview of research results on a specific topic – mathematics in secondary education and training of teachers to teach at this level, over the years.
    [Show full text]
  • New Curriculum History
    EDUCATIONAL FUTURES: RETHINKING THEORY AND PRACTICE EDUCATIONAL FUTURES: RETHINKING THEORY AND PRACTICE New Curriculum History Curriculum History New New Curriculum Bernadette Baker (Ed.) University of Wisconsin, Madison, USA History Rereading the historical record indicates that it is no longer so easy to argue that history is simply prior to its forms. Since the mid-1990s a new wave of research has formed around wider debates in the humanities and social sciences, such as Bernadette Baker (Ed.) decentering the subject, new analytics of power, reconsideration of one-dimensional time and three-dimensional space, attention to beyond-archival sources, alterity, Otherness, the invisible, and more. In addition, broader and contradictory impulses around the question of the nation - transnational, post-national, proto-national, and neo-national movements – have unearthed a new series of problematics and focused scholarly attention on traveling discourses, national imaginaries, and less formal processes of socialization, bonding, and subjectifi cation. New Curriculum History challenges prior occlusions in the fi eld, building upon and departing from previous waves of scholarship, extending the focus beyond the insularity of public schooling, the traditional framework of the self-contained nation-state, and the psychology of the schooled individual. Drawing on global studies, historical sociology, postcolonial studies, critical race theory, visual culture theory, disability studies, psychoanalytics, Cambridge school structuralisms, poststructuralisms, and infra- and transnational approaches the volume holds together not despite but because of differences and (Ed.) Bernadette Baker incommensurabilities in rereading historical records. Audience: Scholars and students in curriculum studies, history, education, philosophy, and cultural studies will be interested in these chapters for their methodological range, their innovations and their deterritorializations.
    [Show full text]
  • Progressive Education in Transition: an Intellectual History
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2007 Progressive Education in Transition: An Intellectual History Carolyn J. Faust Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Faust, Carolyn J., "Progressive Education in Transition: An Intellectual History" (2007). Electronic Theses and Dissertations. 508. https://digitalcommons.georgiasouthern.edu/etd/508 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. 1 PROGRESSIVE EDUCATION IN TRANSITION: AN INTELLECTUAL HISTORY by CAROLYN J. PETHTEL FAUST (Under the direction of William M. Reynolds) ABSTRACT Using a critical, intellectual perspective that is supported as a conceptual framework and provides a solid basis for historical study, this theoretical research focused on the historical evidence of sustained progressive forms of education. The developments within the field of curriculum studies during the late 1800s transitioned through changes in the 1950s and 1960s and the movement forward with the reconceptualization of the field in the early 1970s were discussed. This reconceptualization of the field in the early 1970s provided a renewed texture from which to move forward in critiquing and changing curriculum theory. By “understanding curriculum” rather than focusing on moving through educational designs and models, curriculum is “lived” and emerges. The progression in the work of scholars within the field carried the foundation upon which this research took place.
    [Show full text]
  • The Fundamental Right to Education
    \\jciprod01\productn\N\NDL\94-3\NDL302.txt unknown Seq: 1 12-FEB-19 9:04 THE FUNDAMENTAL RIGHT TO EDUCATION Derek W. Black* New litigation has revived one of the most important questions of constitutional law: Is education a fundamental right? The Court’s previous answers have been disappointing. While the Court has hinted that it might recognize some minimal right to education, it has thus far refused to do so. To recognize a fundamental right to education, the Court would have to overcome two basic problems. First, the Court needs an originalist theory for why our Constitution protects educa- tion, particularly since the word education does not even appear in the Constitution. Second, the right to education implicates complex questions regarding its scope. Those questions would require the Court to determine the quality of education the Constitution requires. Neither liti- gants nor scholars have seriously grappled with these problems, which explains why the Court has yet to recognize a right to education. This Article cures both problems. Not only is this Article the first to offer a compelling originalist argument for a fundamental right to education, it demonstrates that the right falls squarely within the Court’s existing prece- dent. It traces the fundamental importance of education from the nation’s founding principles through the years immediately following the Fourteenth Amendment. Most importantly, it details how, in the years surrounding the final ratification of the Fourteenth Amendment, Congress demanded that states guarantee access to public education in their state constitutions and linked these demands to the Fourteenth Amendment itself.
    [Show full text]
  • Plato's Philosophy of Education and the Common Core Debate
    Plato’s Philosophy of Education and the Common Core debate Conference Paper Association for the Development of Philosophy Teaching (ADOPT) Spring Conference, Chicago, IL. De Paul University April 25, 2015 Madonna Murphy, Ph.D., University of St. Francis EDUCATION IN ANCIENT GREECE In Greece we find the origins of many of our educational policies and systems as it is the originating sources of Western civilization. Greek ideas about education and their educational practices have been very influential to other cultures. One of Rome's greatest service to mankind is that it carried the Greek tradition to all the Western lands. Greek civilization developed between 1200 and 490 B.C. It is in the Age of Pericles, around 500 B.C., that we see the first organized effort in a Western society for formal education. 1 The study of ancient Greek civilization provides valuable lessons on citizenship and civic education that illustrates the important role of education in shaping good citizens. Textual analysis of his various dialogues reveals Plato’s views on the purpose of education, what it is that should be taught to others and how the teacher should impart this knowledge. Plato’s educational thought illuminates many problems today’s educators face: Who are worthy models for children to imitate? How does education help to shape good citizenship? How does education serve humankind’s search for truth? In particular we will extrapolate Plato’s response the current common core debate. PLATO’S LIFE AND FAMILY We know about Plato and his family from the comments he makes in his dialogues.
    [Show full text]
  • Alexander Karp · Gert Schubring Editors Handbook on the History of Mathematics Education Handbook on the History of Mathematics Education
    Alexander Karp · Gert Schubring Editors Handbook on the History of Mathematics Education Handbook on the History of Mathematics Education Alexander Karp • Gert Schubring Editors Handbook on the History of Mathematics Education Editors Alexander Karp Gert Schubring Teachers College Universität Bielefeld Columbia University Institut für Didaktik der Mathematik New York , NY , USA Bielefeld , Germany ISBN 978-1-4614-9154-5 ISBN 978-1-4614-9155-2 (eBook) DOI 10.1007/978-1-4614-9155-2 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013949144 © Springer Science+Business Media New York 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law.
    [Show full text]
  • Pedagogy in Teacher Education
    Journal of Inquiry & Action in Education, 3(2), 2010 Self-Study Research: Surfacing the Art of Pedagogy in Teacher Education Alexander Cuenca University of Georgia The term pedagogy has been appropriated in education discourse as simply strategies of instruction. This instrumental understanding of pedagogy has reified the term both in the vernacular of education and in research of teaching and teacher education, leading the scientific pursuit of pedagogy to exclude the relationship between pedagogy and pedagogue. Based on this concern, this paper will consider the artistic and relational dimensions of pedagogy in teacher education. Drawing on the perspective that pedagogy is akin to art, this paper seeks to sketch a more holistic understanding of pedagogy in teacher education. Afterwards, I suggest self-study of teacher education as a suitable epistemic frame to appreciate the artistry of pedagogy in higher education Pedagogy in educational vernacular has gained currency as a substitute for methods of instruction or techniques of teaching (Loughran, 2006; van Manen, 1999). Based in part on the misperception that teaching is a technical activity, this instrumental understanding of pedagogy rationalizes and reduces the work of teaching to a universally applicable skill set. As a result, the scientific pursuit of pedagogy often excludes the intimate choices and interactions that ultimately constitute instruction. However, considering that teaching is a situated and reflexive activity requiring teachers’ judgment in apprehending events of practice (Grimmett & MacKinnon, 1992), why curricular and instructional decisions are made are as much a part of pedagogy as the outwardly visible method or approach ultimately taken. Returning to the etymological roots of pedagogue, one finds that the term refers not to a teacher, but a slave who cared for and accompanied a student to and from school (van Manen, 1994).
    [Show full text]