Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap

Collin, Ross; Apple, Michael W.

doi:10.1002/9781118531242.ch7

The Handbook of Classroom Discourse and Interaction 2015

DOI: 10.1002/9781118531242.ch7

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Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap

Ross Collin¹,

Michael W. Apple²

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2016

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Student interactions in the hidden curriculum

Casey

2016

European Physical Education Review

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Running head: STUDENT INTERACTIONS IN THE HIDDEN CURRICULUM Student interactions in the hidden curriculumMy brief, when invited to contribute the concluding article to this special issue, was to read a series of papers on learning through interaction and make comment. Trying to offer a perspective from outside of a special issue and apply it to a set of themed papers was not an easy undertaking. Different people and teams of people often translate a theme in very different ways and I was not privy to the discussions between editors and authors or between the authors themselves. Therefore it will not be surprising to hear that, when trying to position my argument, I jumped around a fair amount. I moved between Mosston's spectrum of teaching styles through models-based practice and then global education reform and its focus on macro rather than micro indicators of learning.Ultimately in reading the papers again and focusing on what brought them together I was drawn to consider the multi-faceted ways in which "teaching and learning interact in complex, uncertain and unpredictable ways" Student interactions in the hidden curriculumLike the invisible bits of matter which occupy particle physicists, educators have detected and named a whole pantheon of shadow curricula that lurk, unseen, behind and beyond the content of daily lessons. Dodds (1995, p. 91) In naming a pantheon of "shadow curricula" Dodds drew on, and expanded,

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Student interactions in the hidden curriculum

Casey

2016

European Physical Education Review

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Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap

Cited by 1 publication

References 22 publications

Student interactions in the hidden curriculum

Student interactions in the hidden curriculum

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