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Radical pedagogy discourse: a sceptical story

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.

The author concludes that curriculum change in any given school context cannot be understood or reduced to pedagogical ...  Show Full Abstract  

Authors: Matthews, Julie
Date: 1996
Journal title: Curriculum perspectives
Resource type: Article
Subjects: Research; Teaching and learning

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