Rich Task Implementation

Modernism meets postmodernism

Datos Bibliográficos

ID2932437
AutoresDoune Macdonald (0000-0003-4246-4471, The University of Queensland, autor de correspondencia)
Año2003
Volumen24
Número2
Páginas247-262
Fecha de publicación2003-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Identificadores de la revistaISSN: 0159-6306 • E-ISSN: 1469-3739
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596300303041
OpenAlexW2017406719
IdiomaEN
Citas recibidas2
Referencias citadas15

'School renewal', 'productive pedagogies', 'rich tasks', 'New Basics', 'key learning areas'--these are some of the discourses of change in selected Queensland schools. This paper will report on teaching as an insider/outsider in a school's Health and Physical Education department during a time of intense pressure for structural, curriculum and pedagogical shifts. As a teacher/researcher, I spent ten weeks in a government secondary school attempting to implement rich tasks as well as collect data using formal and informal interviews, field note, and document analyses, with a focus upon teachers', students' and administrators' sense of change processes and outcomes. It is suggested that the processes of, and barriers to, curriculum change in this context are best explained in terms of tensions between modernist and postmodernist phenomena

Aesthetics · Art · Curriculum · Epistemology · Insider · Management · Mathematics education · Pedagogy · Political science · Postmodernism · Sociology · Education Systems and Policy · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · History · Psychology