Social difference and the problem of the "unique individual". An uneasy legacy of child-centred pedagogy.

Autor/in	Norquay, Naomi
Titel	Social difference and the problem of the "unique individual". An uneasy legacy of child-centred pedagogy.
Quelle	In: Canadian journal of education, 24 (1999) 2, S. 183-196Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben 16
Sprache	englisch; englische Zusammenfassung; französische Zusammenfassung
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Progressive Erziehung; Fallstudie; Identität; Kulturelle Identität; Lehrerrolle; Unterrichtsmethode; Gleichheit; Kanada
Abstract	In this article I explore how the discourse of child-centred pedagogy both shapes and limits how teachers talk about issues of social difference in their teaching practice. By examining the testimony of four experienced inner-city elementary teachers, I problematize two key tenets of child-centred pedagogy: the cild as "unique individual" and the teacher as neutral change agent. I also explore these two subject positions in relation to Whiteness and White privilege. What does child-centred pedagogy hold in common with White privilege, in terms of how it constructs social identities? This article is framed by a concern for the ramifications of the legacy of child-centred pedagogy for current-day teacher education students, who are learning to teach in increasingly diverse contexts. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)