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Contemporary researchers have analysed dialogue primarily in terms
of instruction, conversation or inquiry. There is an irreducible
tension when the terms 'dialogue' and 'instruction' are brought
together, because the former implies an emergent process of
give-and-take, whereas the latter implies a sequence of
predetermined moves. It is argued that effective teachers have
learned how to perform in this contradictory space to both follow
and lead, to be both responsive and directive, to require both
independence and receptiveness from learners. Instructional
dialogue, therefore, is an artful performance rather than a
prescribed technique. Dialogues also may be structured as
conversations which function to build consensus, conformity to
everyday ritualistic practices, and a sense of community. The dark
side of the dialogic 'we' and the community formed around 'our' and
'us' is the inevitable boundary that excludes 'them' and 'theirs'.
When dialogues are structured to build consensus and community,
critical reflection on the bases of that consensus is required and
vigilance to ensure that difference and diversity are not being
excluded or assimilated (see Renshaw, 2002). Again it is argued
that there is an irreducible tension here because understanding and
appreciating diversity can be achieved only through engagement and
living together in communities. Teachers who work to create such
communities in their classrooms need to balance the need for common
practices with the space to be different, resistant or challenging
- again an artful performance that is difficult to articulate in
terms of specific teaching techniques.
Diverse Pedagogies of Place presents eight original
place-responsive pedagogies that address a question of paramount
importance in today's world: how do we educate the next generation
of students to confront the challenges of global climate change and
the on-going degradation of natural environments? Each
place-responsive pedagogy is a result of innovative environmental
educators' long-term engagement with particular places, and
demonstrates that personal connectedness is crucial to effective
environmental education. Professional learning and teacher
collaboration is an important theme throughout the book, and the
editors discuss how teachers could adapt the learning activities
and teaching strategies found in the book in order to create their
own place-responsive pedagogies. Each case study provides a rich
account of how students can learn to be attentive and draws upon a
common analytical framework derived from recent theorisation of
place that highlights the centrality of stories-in-place,
embodiment, and contestation. The authors present detailed and
persuasive evidence that place-responsive pedagogies enable
students to construct their own identities, as well as develop
commitments and a deeper knowledge of the environments that
surround them. A work of international relevance, Diverse
Pedagogies of Place will appeal to academics, researchers and
postgraduate students in the fields of environmental education and
sustainability, place-based education, outdoor learning,
professional learning and teacher development, as well as
policymakers and environmental educators.
Diverse Pedagogies of Place presents eight original
place-responsive pedagogies that address a question of paramount
importance in today's world: how do we educate the next generation
of students to confront the challenges of global climate change and
the on-going degradation of natural environments? Each
place-responsive pedagogy is a result of innovative environmental
educators' long-term engagement with particular places, and
demonstrates that personal connectedness is crucial to effective
environmental education. Professional learning and teacher
collaboration is an important theme throughout the book, and the
editors discuss how teachers could adapt the learning activities
and teaching strategies found in the book in order to create their
own place-responsive pedagogies. Each case study provides a rich
account of how students can learn to be attentive and draws upon a
common analytical framework derived from recent theorisation of
place that highlights the centrality of stories-in-place,
embodiment, and contestation. The authors present detailed and
persuasive evidence that place-responsive pedagogies enable
students to construct their own identities, as well as develop
commitments and a deeper knowledge of the environments that
surround them. A work of international relevance, Diverse
Pedagogies of Place will appeal to academics, researchers and
postgraduate students in the fields of environmental education and
sustainability, place-based education, outdoor learning,
professional learning and teacher development, as well as
policymakers and environmental educators.
In many English-speaking countries, teachers are encouraged to
differentiate their classrooms, and in some cases, through various
policy mechanisms. This encouragement is often accompanied by
threats and sanctions for not making the grade. By exploring the
ways in which one education system in Australia has mandated
differentiation through an audit of teacher practices, this book
provides a timely engagement with the relationship between
differentiated classrooms and social justice. It covers tensions,
for instance, between providing culturally-appropriate classrooms,
including constructing engaging and relevant curricula, and
lowering expectations for students who have traditionally been
marginalised by schooling. The data for this book has been
collected from the same group of teachers over a period of three
years, and offers detailed insights into how a particular politics
of differentiation has played itself out in the context of a
'global reform movement' that has focused on improving student
outcomes.
In many English-speaking countries, teachers are encouraged to
differentiate their classrooms, and in some cases, through various
policy mechanisms. This encouragement is often accompanied by
threats and sanctions for not making the grade. By exploring the
ways in which one education system in Australia has mandated
differentiation through an audit of teacher practices, this book
provides a timely engagement with the relationship between
differentiated classrooms and social justice. It covers tensions,
for instance, between providing culturally-appropriate classrooms,
including constructing engaging and relevant curricula, and
lowering expectations for students who have traditionally been
marginalised by schooling. The data for this book has been
collected from the same group of teachers over a period of three
years, and offers detailed insights into how a particular politics
of differentiation has played itself out in the context of a
'global reform movement' that has focused on improving student
outcomes.
Contemporary researchers have analysed dialogue primarily in terms
of instruction, conversation or inquiry. There is an irreducible
tension when the terms 'dialogue' and 'instruction' are brought
together, because the former implies an emergent process of
give-and-take, whereas the latter implies a sequence of
predetermined moves. It is argued that effective teachers have
learned how to perform in this contradictory space to both follow
and lead, to be both responsive and directive, to require both
independence and receptiveness from learners. Instructional
dialogue, therefore, is an artful performance rather than a
prescribed technique. Dialogues also may be structured as
conversations which function to build consensus, conformity to
everyday ritualistic practices, and a sense of community. The dark
side of the dialogic 'we' and the community formed around 'our' and
'us' is the inevitable boundary that excludes 'them' and 'theirs'.
When dialogues are structured to build consensus and community,
critical reflection on the bases of that consensus is required and
vigilance to ensure that difference and diversity are not being
excluded or assimilated (see Renshaw, 2002). Again it is argued
that there is an irreducible tension here because understanding and
appreciating diversity can be achieved only through engagement and
living together in communities. Teachers who work to create such
communities in their classrooms need to balance the need for common
practices with the space to be different, resistant or challenging
- again an artful performance that is difficult to articulate in
terms of specific teaching techniques.
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