Instruction or pedagogy? The need for a transformative conception of education

Biesta, Gert; Miedema, S.

doi:10.1016/s0742-051x(01)00062-2

Cited by 78 publications

(33 citation statements)

References 3 publications

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“…Besides, the concept of maximal citizenship education offers the possibility to include religious content or aspects of worldviews that are of value in the different curriculum components of the educational program. This is fully compatible with what has been claimed elsewhere to be the aim of education in schools for a transformative Brought to you by | MIT Libraries Authenticated Download Date | 5/10/18 11:06 PM pedagogy, meaning that every child and youngster in every school should be able to develop her or his personal identity or personhood (Biesta & Miedema, 2002;Miedema, 2014b). Thus, maximal citizenship education can include and also should imply the fostering of the religious and/or worldview component of the childís personhood formation.…”

Section: Citizenship Education and Worldview Educationsupporting

confidence: 84%

The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability

Miedema

Bertram-Troost²

2015

Journal of Teacher Education for Sustainability

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In this paper the authors briefly present what their theoretical reflections and empirical research has yielded in respect to citizenship education and religious education. The theoretical as well as political and practical questions of the relationship of global citizenship and worldview education are scrutinized. The main focus is on the issue whether there is or could be a connection between the concepts of ëworldview educationí and ëglobal citizenship educationí from the point of view of inclusivity in respect to both concepts. Habermasís distinction between the concepts of democratic state citizenship and global or cosmopolitan citizenship is conceptually helpful. The authors also take into account the question of whether there is a certain educational, political or religious necessity on a national as well as global level to deal with this possible relationship as viewed through the lens of social sustainability.

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Section: Citizenship Education and Worldview Educationsupporting

confidence: 84%

The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability

Miedema

Bertram-Troost²

2015

Journal of Teacher Education for Sustainability

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“…Focusing on hybrid leadership enables practices for knowledge development to encompass the concepts of both instruction and pedagogy. According to Biesta and Miedema (2002), no distinction between these two concepts should be made. The hybrid leadership practices for knowledge development contain both instruction and pedagogy, which results in the transformation of skills and knowledge and the utilisation of pedagogy that incorporates moral and value-related perspectives.…”

Section: Providing Knowledge Development Through the Hybrid Leadershimentioning

confidence: 99%

Knowledge Development through Hybrid Leadership Practices

Hognestad¹,

Bøe²

2014

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This article considers the formal teacher leaders' practices of leading knowledge development at the department level in early childhood education and care. To better understand these practices, we have utilised the hybrid leadership theory, along with qualitative shadowing and stimulated recall interviews. Our analyses demonstrate that these teacher leaders encourage knowledge development by functioning as hybrid leaders in their communities of practice, while our findings show that there are four leadership approaches to knowledge development that emerge from everyday work: providing professional guidance, acting as a role model in work performance, putting practices into words and supporting desired teaching practices. Moreover, our study reveals that the leading of knowledge development is dependent on teacher leaders' practical knowledge and their influence in their communities of practice. We therefore posit that the provision of knowledge development through and within the relationships that comprise communities of practice is crucial developing ECEC as learning organisations.

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“…In 2002, Biesta & Miedema (2002) noted that "the purpose of schooling has become increasingly defined in terms of the effective production of a pre-determined output, often measured in terms of exam-scores for the so-called 'core-subjects' such as mathematics and (first) language" (p. 174). Twelve years later, Exley and Ball (2014, p. 29) argued that neo-liberal educational policies have become so pervasive that they have not only changed the educational system, but also what it means to be 'educated'.…”

Section: Introductionmentioning

confidence: 99%

Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

Sanderse

Walker

2015

Teaching and Teacher Education

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Developing the whole child in an age of academic measurement: can this be done according to U.K. teachers? ABSTRACTBased on a qualitative analysis of interviews with 102 teachers in 33 U.K. secondary schools, the paper shows that "developing the whole child" and "preparing children for life" were personally important to teachers. As they worked, however, in institutions centrally focused on raising pupils' academic performance, this created a tension: the majority believed that the assessment system hindered the development of the whole child. Some teachers believed that they could still make a difference in children's lives by investing in their pedagogical relationship with children. The discussion focuses on how raising students' performances and cultivating their characters may be combined.

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Instruction or pedagogy? The need for a transformative conception of education

Cited by 78 publications

References 3 publications

The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability

The Challenges of Global Citizenship for Worldview Education. The Perspective of Social Sustainability

Knowledge Development through Hybrid Leadership Practices

Developing the whole child in an age of academic measurement: Can this be done according to U.K. teachers?

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