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The importance of teaching: pedagogical constraints and possibilities in working-class schools

Lupton, Ruth and Hempel-Jorgensen, Amelia (2012). The importance of teaching: pedagogical constraints and possibilities in working-class schools. Journal of Education Policy, 27(5) pp. 601–620.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/02680939.2012.710016
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Abstract

This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of teaching, we set out to explore the conditions that would need to be put in place to enable these approaches to be developed and sustained consistently in disadvantaged schools in England. We start by analysing classroom observation and interview data from four primary schools with contrasting socio-economic composition, highlighting the different pedagogical practices that emerge in working- and middle-class schools and also in working-class schools in different circumstances. Interviews with pupils show the impact of these practices on learner identities. We then draw on a variety of literatures on school composition, markets, leadership and teacher identities to present an account of the ways in which these different pedagogies are consciously or unconsciously produced. We point to systemic constraints: a mismatch between student demands and organisational capacity; teachers’ attitudes and professional identities and performative pressures on school leaders. All of these suggest the need for fundamental reforms to educational purposes and system architecture, rather than the naïve reliance on teacher agency to transform educational outcomes. Nevertheless, the current policy environment in England does offer some possibilities for action and we close the paper with some suggestions about ways in which capacity for more socially just pedagogy could be built within English schools.

Item Type: Journal Item
Copyright Holders: 2012 Taylor & Francis
ISSN: 1464-5106
Extra Information: SPECIAL ISSUE: What Would a Socially Just Education System Look Like?
Keywords: social justice; pegagogy; disadvantaged schools
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Education Futures
Item ID: 38831
Depositing User: Amelia Hempel-Jorgensen
Date Deposited: 25 Oct 2013 08:54
Last Modified: 11 Dec 2018 18:04
URI: http://oro.open.ac.uk/id/eprint/38831
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