Progress at school: pedagogy and the care for knowledge |
| |
| Institution: | 1. Department of Anaesthesiology, “Alexandra” General Hospital, Athens, Greece;2. Department of Obstetrics & Gynecology, “Alexandra” General Hospital, University of Athens, Athens, Greece;1. Department of Political Science, Communication, Engineering and Information Technologies, University of Sassari, Viale Mancini 5, I–07100 Sassari Italy;2. Department of History, University of Sassari, Viale Umberto 52, 07100 Sassari, Italy;3. School of Science & Engineering, Teesside University, Borough Road, Middlesbrough TS1 3BA, UK;4. GROB (Grup de Recerca en OsteoBiografia), Unitat d’Antropologia Biològica, Department BABVE, Facultat de Biociències, Universitat Autònoma de Barcelona, Spain;5. Hospital Universitari Sagrat Cor de Barcelona Barcelona, Spain;6. Department of Chemistry and Pharmacy, University of Sassari, Via Vienna 2, I–07100 Sassari Italy;1. El Haj Lakhdar University, Sciences Faculty, Earth Sciences Department, Batna, Algeria;2. GET (Geosciences Environnement Toulouse), Paul Sabatier University, Toulouse III, CNRS, IRD, OMP, 14 Av. E. Belin, F-31400 Toulouse, France;1. Division of Gastroenterology, Department of Medicine, University of Ottawa, Ottawa, Ontario, Canada;2. Division of Gastroenterology and Hepatology, Department of Medicine, University of Calgary, Calgary, Alberta, Canada;3. Department of Gastroenterology and Hepatology, Westmead Hospital, Sydney, New South Wales, Australia;4. Westmead Clinical School, University of Sydney, Sydney, New South Wales, Australia;1. Laboratorio di Analisi dei Materiali Antichi (LAMA), Università Iuav di Venezia, San Polo 2468, 30125 Venice, Italy;2. Dipartimento di Scienze Chimiche e Geologiche, Università degli Studi di Cagliari, Via Trentino 51, 09127 Cagliari, Italy;3. Dipartimento di Lettere e Filosofia, Università degli Studi di Trento, Via Tommaso Gar, 14, 38122 Trento, Italy |
| |
| Abstract: | The importance of care for learners is recognised as fundamental of teaching: it is argued that teaching equally requires a care for knowledge. Within a realist theory, to care for knowledge, moreover, must involve taking into account its relationship to the real world. The implications of this ontological consideration are worked out with particular reference to Bourdieu's theory that social reproduction is effected in educational contexts where the arbitrary knowledge of the school is experienced, particularly by working-class students, as symbolic violence. The “universal pedagogy” advocated by Bourdieu may need, in fact, to be based on a scientific realism in which the definitive knowledge of the school is regarded not as arbitrary but as necessary. The case for a realist approach, reflecting the different classed, gendered, and cultural origins of students, is made in the context of a secondary school science lesson observed by the New Zealand longitudinal Progress at School project. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
