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Developing socially just pedagogy: what might be the role of learner agency and creativity?

Hempel-Jorgensen, Amelia (2014). Developing socially just pedagogy: what might be the role of learner agency and creativity? In: BERA Annual Conference 2014, 23-25 September 2014, London.

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Abstract

Pedagogy has been identified by government and in academic research as a key element of solving the enduring problem of educational inequality in England. Within sociology of education, a response to educational inequality has been to identify the need for more socially just pedagogies (Lupton & Hempel-Jorgensen, 2012) to disrupt current ‘default’ pedagogy, which contributes to reproducing inequalities. While test results dominate policy and public discourse about outcomes, there is less focus on the role of education in developing pupils as agentic learners. Research has shown that schools located in disadvantaged areas may be more likely to adopt performative pedagogies in which pupils’ agency as learners is highly constrained in contrast to schools in less disadvantaged areas. This arguably has significant implications for pupils’ engagement with learning, their learner identities and development as socially critical and active citizens.

Existing socially just pedagogies, such as productive and critical pedagogies and ‘funds of knowledge’ aim to place learner agency at their centre. However, while these pedagogies make important contributions to developing learner agency in various ways, the literature on creative pedagogy offers a unique perspective on learner agency through its central elements of relevance, ownership, control and innovation and through the concept of possibility thinking which foregrounds enquiry, risk-taking and developing creative thinking by moving from the question of ‘what is’ to ‘what might be’ (Craft et al, 2012). The presentation will explore how these aspects of creative pedagogy, in dialogue with existing socially just pedagogies, can support the development of pupils’ non-attainment characteristics in disadvantaged schools, through developing learner agency.

Item Type: Conference or Workshop Item
Copyright Holders: 2014 The Author
Extra Information: Presentation at British Educational Research Association Conference 2014, London, UK
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Education Futures
Related URLs:
Item ID: 41375
Depositing User: Amelia Hempel-Jorgensen
Date Deposited: 21 Nov 2014 09:57
Last Modified: 04 Oct 2016 22:17
URI: http://oro.open.ac.uk/id/eprint/41375
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