TY - JOUR
T1 - 'I was made to feel very discriminated against as an anglo - saxon': grappling with pedagogies of change
AU - Faulkner, Julie Diane
AU - Crowhurst, Michael
PY - 2015
Y1 - 2015
N2 - Purpose - Critical discussion of the social conditions that shape educational thinking and practice
is now embedded in accredited teacher education programmes. Beneath beliefs that critique of
educational inequality is desirable, however, lie more problematic questions around critical pedagogies,
ethics and power. Emotional investments can work to protect habituated ways of thinking, despite
attempts to move students beyond their comfort zone. This strategic process can shift attitudes and
promote intellectual and emotional growth, but can also produce defensive reactions. This paper,
a self-study in relation to an incident in a tertiary education programme, examines how student
feedback on content and pedagogy positions teachers and learners. The purpose of this paper is to
frame and reframe ways in which learner feedback to critical approaches might be read. The argument
examines, through dialogue, the potential of disruptive teaching approaches for recontextualising both
learner and teacher response. Such exploration articulates particular tensions and challenges inherent
in critical teacher education pedagogies.
Design/methodology/approach - This is a reflective practitioner piece - involving journaling and
the use of dialogue - to explore a critical incident.
Findings - This is an exploratory piece ? the authors explore the workings of tension in
critical/post-structural pedagogical work.
Originality/value - The deployment of dialogue as a method and as a way of presenting key issues
is somewhat novel. The paper works through quite complex terrain in an accessible and reasonably
clear fashion.
AB - Purpose - Critical discussion of the social conditions that shape educational thinking and practice
is now embedded in accredited teacher education programmes. Beneath beliefs that critique of
educational inequality is desirable, however, lie more problematic questions around critical pedagogies,
ethics and power. Emotional investments can work to protect habituated ways of thinking, despite
attempts to move students beyond their comfort zone. This strategic process can shift attitudes and
promote intellectual and emotional growth, but can also produce defensive reactions. This paper,
a self-study in relation to an incident in a tertiary education programme, examines how student
feedback on content and pedagogy positions teachers and learners. The purpose of this paper is to
frame and reframe ways in which learner feedback to critical approaches might be read. The argument
examines, through dialogue, the potential of disruptive teaching approaches for recontextualising both
learner and teacher response. Such exploration articulates particular tensions and challenges inherent
in critical teacher education pedagogies.
Design/methodology/approach - This is a reflective practitioner piece - involving journaling and
the use of dialogue - to explore a critical incident.
Findings - This is an exploratory piece ? the authors explore the workings of tension in
critical/post-structural pedagogical work.
Originality/value - The deployment of dialogue as a method and as a way of presenting key issues
is somewhat novel. The paper works through quite complex terrain in an accessible and reasonably
clear fashion.
UR - http://goo.gl/9q7qMZ
U2 - 10.1108/QRJ-01-2015-0008
DO - 10.1108/QRJ-01-2015-0008
M3 - Article
SN - 1443-9883
VL - 15
SP - 202
EP - 212
JO - Qualitative Research Journal
JF - Qualitative Research Journal
IS - 2
ER -