Redistribution, Recognition and Representation: Working against Pedagogies of Indifference

Autor/inn/en	Lingard, Bob; Keddie, Amanda
Titel	Redistribution, Recognition and Representation: Working against Pedagogies of Indifference
Quelle	In: Pedagogy, Culture and Society, 21 (2013) 3, S.427-447 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2013.809373
Schlagwörter	Foreign Countries; Classroom Research; Instructional Effectiveness; Longitudinal Studies; Equal Education; Disadvantaged; Social Justice; Educational Theories; Teacher Effectiveness; High Stakes Tests; Outcomes of Education; Politics of Education; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Gerechtigkeit; Educational theory; Theory of education; Bildungstheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Lernleistung; Schulerfolg; Educational policy; Bildungspolitik; Australien
Abstract	This paper reports on an Australian government-commissioned research study that documented classroom pedagogies in 24 Queensland schools. The research created the model of "productive pedagogies", which conjoined what Nancy Fraser calls a politics of redistribution, recognition and representation. In this model pedagogies are differentiated to support the role of schooling as a positional good, a good in itself, and a good towards the betterment of the broader social world. In contrast with the model's intentions, the pedagogies mapped in the study's classrooms lacked differentiation; indeed, they reflected "pedagogies of indifference" and were seen as producing and legitimising social inequalities. The paper theorises the redistributive, recognitive and representative justice possibilities of "productive pedagogies" towards more equitable outcomes for marginalised students. The paper justifies its reprising of this research in light of the contemporary policy emphasis on teaching quality, the reductive impact on pedagogies of high-stakes testing, and the context of growing inequality which limits the potential effects of schools and teacher pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10