Child-centred pedagogy is both an enduring approach and a revered concept in Western-based teacher preparation. This article weaves together major critiques of child-centred pedagogy that draw on c...

https://journals.sagepub.com/doi/pdf/10.2304/ciec.2010.11.1.113

Critiquing Child-Centred Pedagogy to Bring Children and Early Childhood Educators into the Centre of a Democratic Pedagogy:

The purpose of this article is to explore recent curricular reforms to advocate student‐centred pedagogy (SCP) in primary schools in Turkey. By using a case study approach, the article examines teacher views on SCP, classroom practices and perceived challenges in implementation process. The study highlights some of the unintended consequences of SCP in Turkey (such as parental over‐involvement in performance and research assignments) and discusses a number of issues that seemed to interfere with teachers’ efforts to implement SCP. In line with similar studies in other parts of the world, teachers in Turkey appeared to be concerned with poor teacher training, large classes, material scarcity, examination system, parental opposition and inadequate student responsiveness. The article suggests that instead of focusing on the ‘problematisation’ of implementation process and, in particular, teachers, efforts should be made to develop and apply more structured alternative approaches. While considering promising ...

Student-Centred Pedagogy in Turkey: Conceptualisations, Interpretations and Practices.

This article presents case studies of two Black preservice art teachers and their racialized experiences in art teacher education. Drawing from a critical race theory perspective, their stories are...

Sounds of Silence: Race and Emergent Counter-Narratives of Art Teacher Identity.

In de laatste twee decennia is er een hernieuwde belangstelling geweest voor schoolpedagogiek. Pedagogiek werd ook steeds meer gekoppeld aan economische groei, het bevorderen van de internationale concurrentiepositie en politieke democratisering. Vooral na de jaren negentig werd het globale politieke discours over pedagogiek steeds meer gevormd door op constructivisme gebaseerde opvattingen, die deel werden van een discursief repertoire van internationale rechten en van kwaliteitsonderwijs. De verspreiding van ‘progressieve' pedagogiek heeft het debat over globalisering en het onderwijscurriculum nieuw leven ingeblazen. Wetenschappers hebben zich afgevraagd of de toenemende overeenkomsten tussen het onderwijsdiscours en het nationale onderwijsbeleid in diverse landen ook wereldwijd heeft geleid tot meer op elkaar lijkende educatieve praktijken. Tot op welke hoogte heeft het wereldwijde en het officiele nationale discours over pedagogiek het onderwijs en de praktijk van het lesgeven veranderd? Hulya Kocar Altinyelken probeerde deze vraag te beantwoorden door middel van empirische observatie van de uitwerking van globaal onderwijsbeleid op de praktijk. Ze bestudeerde de implementatie van pedagogische hervormingen in twee specifieke landen: Oeganda en Turkije. Door het implementatieproces van de hervormingen te analyseren wilde Kocar Altinyelken uitzoeken hoe de nieuwe pedagogieen mede worden bepaald door de specifieke situaties in Oeganda en in Turkije, en hoe deze onderwijsbenaderingen worden geinterpreteerd en opnieuw worden gecontextualiseerd door lokale actoren, voornamelijk door schoolleraren.

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Changing pedagogy: A comparative analysis of reform efforts in Uganda and Turkey

The established place of the arts within early childhood education is rarely questioned. Nevertheless, social, cultural and political shifts in values, beliefs and practices impact on approaches to the arts, as early childhood practitioners grapple with increasingly complex views on how children learn and what factors impact on their learning. This article maps some of these shifts over the past 15 years, at one Early Learning Centre (ELC) in Australia. The centre has created and regularly re- conceptualised its vision for the place of the arts in the lives of young children. Curriculum is informed by a layered and multidimensional theoretical framework, where the arts are integrated into the children's learning, and theories are considered as collections of partial truths. The article documents a number of significant events where the children engaged with the arts as ways of making and communicating meaning, and as a means for inquiry-based learning, for developing their artistry and as a space for relationship building between individuals and communities. Reflections on these events examine the image of the child, symbolic languages, emergent curriculum, the role of artist/ teacher and the impact of socio-cultural values on arts pedagogy and practice.

https://journals.sagepub.com/doi/pdf/10.2304/ciec.2008.9.4.339

Reflection, Renewal and Relationship Building: An Ongoing Journey in Early Childhood Arts Education

In this article I explore how the discourse of child-centred pedagogy both shapes and limits how teachers talk about issues of social difference in their teaching practice. By examining the testimony of four experienced inner-city elementary teachers, I problema- tize two key tenets of child-centred pedagogy: the child as “unique individual” and the teacher as neutral change agent. I also explore these two subject positions in relation to Whiteness and White privilege. What does child-centred pedagogy hold in common with White privilege, in terms of how it constructs social identities? This article is framed by a concern for the ramifications of the legacy of child-centred pedagogy for current-day teacher education students, who are learning to teach in increasingly diverse contexts. Dans cet article, l’auteure explore comment le discours de la pedagogie centree sur l’enfant faconne et limite a la fois la maniere dont les enseignants abordent les questions de difference sociale dans leur enseignement. En examinant le temoignage de quatre enseignants d’experience travaillant dans des ecoles de quartiers defavorises, l’auteure se penche sur deux principes cles de la pedagogie centree sur l’enfant : l’enfant comme indi- vidu unique et l’enseignant comme agent neutre de changement. Elle explore la question de privilege liee a l’appartenance a la majorite de race blanche. Cet article tient compte de l’inquietude que suscitent les ramifications du legs de la pedagogie centree sur l’enfant sur les etudiants-maitres d’aujourd’hui qui sont appeles a enseigner dans des contextes de plus en plus diversifies.

/pdf/social-difference-and-the-problem-of-the-unique-individual-2m5sz77kej.pdf

Naomi Norquay

Papers

Social Difference and the Problem of the “Unique Individual”: An Uneasy Legacy of Child-Centred Pedagogy

Still Standing! A Reply to David Jardine, Patricia Clifford, and Sharon Friesen