Teemu Hanhela
Biographic Data
| ID | 5397737 |
|---|---|
| NAME | Teemu Hanhela |
| GIVEN NAMES | Teemu |
| FAMILY NAME | Hanhela |
| SIGNATURE | HANHELA T |
| AFFILIATIONS | University of Oulu |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 0 |
The achievement principle, education, and recognition
This paper examines how the ‘old’ achievement principle – elaborated on by the critical pedagogy theorists in the 1960s and 1970s in the context of schools – might be understood today. The main result of critical pedagogy is the critique of traditional school assessment; that critique argues that schools reproduce inequality by using an elaborated language code in their assessments of students, thereby supporting a hope of success in upper-class …
The Problematic Challenges of Misrecognition for Pedagogic Action
This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action.Krassimir Stojanov’s notion of the pathological behaviour patterns of teachers and Charles Bingham’s ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition.Their ideas elicit the problems embedded in the theory of recognition a…
No prominent works on this page.
The Problematic Challenges of Misrecognition for Pedagogic Action
This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action.Krassimir Stojanov’s notion of the pathological behaviour patterns of teachers and Charles Bingham’s ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition.Their ideas elicit the problems embedded in the theory of recognition a…
The achievement principle, education, and recognition
This paper examines how the ‘old’ achievement principle – elaborated on by the critical pedagogy theorists in the 1960s and 1970s in the context of schools – might be understood today. The main result of critical pedagogy is the critique of traditional school assessment; that critique argues that schools reproduce inequality by using an elaborated language code in their assessments of students, thereby supporting a hope of success in upper-class …
Critical theory (2 works) · Epistemology (2 works) · Philosophy (2 works) · Psychology (2 works) · Sociology (2 works) · Action (physics (1 work) · Action (physics) (1 work) · Action research (1 work) · Class (philosophy (1 work) · Content (measure theory (1 work)