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Pedagogy and practice: culture and identities

Contributor(s): Hall, Kathy [Editor] | Murphy, Patricia [Editor] | Soler, Janet [Editor].
Publisher: New Delhi Sage Publications 2008Description: xiv, 213 p.ISBN: 9781847873682.Subject(s): Education | TeachingDDC classification: 370.1 Summary: This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher. The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled. (http://www.sagepub.in/books/Book232684?siteId=sage-india&prodTypes=any&q=9781847873682&pageTitle=productsSearch)
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Item type Current location Item location Collection Call number Status Date due Barcode
Books Vikram Sarabhai Library
Slot 1207 (0 Floor, East Wing) Non-fiction 370.1 P3 (Browse shelf) Available 190280

Table of contents:

1. Pedagogy, curriculum and culture
2. Defining pedagogy
3. Learning from other people in the workplace
4. Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship
5. The in-between: exposing everyday learning at work
6. Leaving middle childhood and moving into teenhood: small stories revealing identity and agency
7. Identity in practice
8. Funds of knowledge for teaching in Latino Households
9. 'This is our school': provision, purpose and pedagogy of supplementary schooling in Leeds and Oslo
10. Gender, assessment and students' literacy learning: implications for formative assessment
11. New ways of knowing: learning at the margins
12. Constructing and deconstructing masculinities through critical literacy
13. Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning

This book foregrounds pedagogy in a way that challenges readers to reflect on themselves as teachers and learners, and to be reflexive about their own practices and contexts. Learning involves a transformation of identity which occurs through negotiation and repositioning, through new ways of relating, and through different ways of participating in practices. This book examines the meaning and implications for pedagogy in educational and workplace settings, and the role of the teacher in this sociocultural view of learning. By illustrating the mediated nature of agency and identity, the chapters (re)conceptualise the teacher and the learner and show different ways of supporting learning and being a teacher. The settings represented range from nursery to university and from out-of-school to insitutionally-based and work place situations. Curricular aspects represented include popular culture, critical literacy, multimodality, the arts, and new technologies. Teachers and student teachers, as learners, are also represented in the accounts assembled.

(http://www.sagepub.in/books/Book232684?siteId=sage-india&prodTypes=any&q=9781847873682&pageTitle=productsSearch)

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