Class and Culture and the Transformative Pedagogy
2012 (English)In: Pedagogy: New Developments in the Learning Sciences / [ed] Robyn M. Gillies, New York: Nova Science Publishers, Inc., 2012, 1, 471-488 p.Chapter in book (Refereed)
Based on Fraser’s (2003) political analysis, I have reviewed the relations of liberal education to special education’s traditional context by comparing liberal theoretical models with the pedagogy that labours critically for a change in the basic structural terms – the structurally profound inequalities that exist. Redistribution of resources in a welfare-logic requires an “affirmative” pedagogy that emphasizes, specifies, and distinguishes between the needs that are to be compensated. It follows a social liberal theoretical model that acts as a “guard”, that is, it leads to differentiation and shapes the problem for the inclusive school. Needs for diagnostic knowledge to identify various “syndromes”, needs that are constantly increasing, can be seen in that light. This educational method both requires, and strives toward differentiation. In contrast, a “transformative” (deconstructing) educational method sees society’s basic structural injustice as time’s greatest educational problem. The latter form of educational work leads primarily to long-term thinking of a school where differentiation does not occur, and where inclusion is the measuring-stick.
Place, publisher, year, edition, pages
New York: Nova Science Publishers, Inc., 2012, 1. 471-488 p.
, Education in a Competitive and Globalizing world
Critical pedagogy, Teacher Training, Effective teaching, Learning, Group work in education
Research subject Special Education
IdentifiersURN: urn:nbn:se:su:diva-85085ISBN: 978-1-62100-900-9OAI: oai:DiVA.org:su-85085DiVA: diva2:582590