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'Yes, but if We Have Students Think All Day when Will We Get Anything Done?': Two Conceptual Resources to Engage Students in Democratically Dangerous Teaching
- Source :
-
Teachers and Teaching: Theory and Practice . Jun 2008 14(3):253-263. - Publication Year :
- 2008
-
Abstract
- While the politics of curriculum reform occupy adults, high stakes get played out in crowded classrooms. As a component of democratic inquiry, how might teachers engage students in a study of those agendas shaping their education? What sorts of conceptual resources could help? To begin to answer these questions, I briefly review scholars who address the emergence in several countries of what Kliebard names as a "social efficiency" agenda in education. I then examine two strong examples of literature in "authentic" practices as a curriculum conversation contesting this agenda. While supportive of the intent of scholars concerned with authentic practices, I assert that they insufficiently address ways in which students might engage with issues shaping their experience of formal education and offer two conceptual resources with which to do so. (Contains 2 notes.)
Details
- Language :
- English
- ISSN :
- 1354-0602
- Volume :
- 14
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Teachers and Teaching: Theory and Practice
- Publication Type :
- Academic Journal
- Accession number :
- EJ811906
- Document Type :
- Journal Articles<br />Reports - Evaluative
- Full Text :
- https://doi.org/10.1080/13540600802006152