Amelia Hempel‐Jorgensen
Biographic Data
| ID | 6156769 |
|---|---|
| NAME | Amelia Hempel‐Jorgensen |
| GIVEN NAMES | Amelia |
| FAMILY NAME | Hempel‐Jorgensen |
| SIGNATURE | JØRGENSEN A H |
| AFFILIATIONS | a Institute of Education , London, UK |
| ORCID | 0000-0002-4606-9447 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
Working-class girls and child-centred pedagogy
Existing international research suggests that widespread performative pedagogy has contributed to producing educational inequalities for ‘disadvantaged’ learners. There have also been calls for alternative pedagogies, which can be characterised as child-centred. This paper analyses pupils’ hierarchical positioning in a contemporary, mixed socio-economic, child-centred classroom using Bernstein’s theory of competence pedagogy and the concept of th…
The importance of teaching
This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of teaching, we set out to explore the conditions that would need to be put in place to enable these approach…
The construction of the ‘ideal pupil’ and pupils’ perceptions of ‘misbehaviour’ and discipline
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the workin…
The construction of the ‘ideal pupil’ and pupils’ perceptions of ‘misbehaviour’ and discipline
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the workin…
The importance of teaching
This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of teaching, we set out to explore the conditions that would need to be put in place to enable these approach…
The construction of the ‘ideal pupil’ and pupils’ perceptions of ‘misbehaviour’ and discipline
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the workin…
The importance of teaching
This paper starts from the propositions that (a) pedagogy is central to the achievement of socially just education and (b) there are existing pedagogical approaches that can contribute to more socially just outcomes. Given the ostensible commitments of the current English Government to reducing educational inequality and to the importance of teaching, we set out to explore the conditions that would need to be put in place to enable these approach…
Working-class girls and child-centred pedagogy
Existing international research suggests that widespread performative pedagogy has contributed to producing educational inequalities for ‘disadvantaged’ learners. There have also been calls for alternative pedagogies, which can be characterised as child-centred. This paper analyses pupils’ hierarchical positioning in a contemporary, mixed socio-economic, child-centred classroom using Bernstein’s theory of competence pedagogy and the concept of th…
Class (philosophy (3 works) · Global Educational Policies and Reforms (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Disadvantaged (2 works) · Educational Theory and Curriculum Studies (2 works) · Ideal (ethics (2 works) · Mathematics education (2 works)