Radical pedagogy discourse: a sceptical story

Author: Matthews, Julie

Abstract:

The author concludes that curriculum change in any given school context cannot be understood or reduced to pedagogical change. Teachers bring to their classrooms a broad range of understandings of the nature of education and the effects of particular teaching strategies - they do not perceive their role as conceptualised by proponents of radical pedagogy.

Subjects: Research; Teaching and learning

Keywords: Teaching method; Curriculum

Published: [Place of publication not identified]: [publisher not identified], [1996]

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Journal title: Curriculum perspectives

Journal volume : 16

Journal number: 1

Journal date: April, 1996

Pages: p.39-45

ISSN: 0159-7868

Resource type: Article

Call Number:
TD/ACT 46.06