2008 essays on pedagogy by 14.02.2016
2008 essays on pedagogy by 16.04.2016
Alexander, R.J. (2008) Essays on Pedagogy, Abingdon, Routledge.
What is unusual about this book is that it places classroom talk in the wider contexts of pedagogy, curriculum and educational aims and values. The book makes a case for dialogism as an underpinning principle for all educational activity, demanding that we look outwards from the school as well as inwards at classroom processes. It is underpinned by a strong international perspective which draws on the author's comparative research on culture, pedagogy and classroom discourse.
2008 essays on pedagogy by 12.03.2016
Cambridge Primary Review Trust / University of York Dialogic Teaching Project.
Funded 2014-17 by the Education Endowment Foundation and directed by Robin Alexander and Frank Hardman. The project has piloted and implemented a training/teaching/mentoring intervention based on Robin Alexander’s dialogic teaching work in order to improve student engagement and raise standards of attainment in areas of high social disadvantage. The intervention was piloted in London and subject to an independent randomised control trial in schools in Birmingham, Bradford and Leeds. Further information:
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Alexander, R.J. (2001) ‘In pursuit of quality in elementary education’, in Alexander, R.J., Cohen, P., Mercer, M., Ramachandran, V., Shukla, S., Reflections on Equity, Quality and Local Planning in the District Primary Education Programme, Delhi: European Commission, 45-55.
Alexander, R 2008, Essays on Pedagogy, Routledge, London
Alexander, R.J. (2003) ‘Oracy, literacy and pedagogy: international perspectives’, in Bearne, E., Dombey, H., Grainger, T. (ed) Interactions in Language and Literacy in the Classroom, Milton Keynes: Open University Press, 23-35.
Alexander 2017 essays on pedagogy - …
The first and obvious thing to say is that pedagogues have a fundamentally different focus to subject teachers. Their central concern is with the well-being of those they are among and with. In many respects, as Kerry Young (1999) has argued with regard to youth work, pedagogues are involved for much of the time in an exercise in moral philosophy. Those they are working with are frequently seeking to answer in some way profound questions about themselves and the situations they face. At root these look to how people should live their lives: ‘what is the right way to act in this situation or that; of what does happiness consist for me and for others; how should I to relate to others; what sort of society should I be working for?’ (Smith and Smith 2008: 20). In turn, pedagogues need to have spent some time reflecting themselves upon what might make for flourishing and happiness (in Aristotle’s terms eudaimonia).