Socially just pedagogies in changing times

Bibliographic Data

ID12272155
AuthorsBob Lingard (0000-0002-4101-9985, University of Sheffield, corresponding author)
Year2005
Volume15
Issue2
Pages165-186
Publication date2005-07-01
Open AccessNo
TypeARTICLE
VenueInternational Studies in Sociology of Education (JOURNAL)
Journal identifiersISSN: 0962-0214 • E-ISSN: 1747-5066
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09620210500200138
OpenAlexW1995719295
LanguageEN
Citations received21
References cited25

This article reports on Australian research that developed the concept of 'productive pedagogies', a model that is deemed to be socially just and appropriate for the contemporary post-modern globalised world. The model extends the modernist one of 'authentic pedagogy' developed in the USA and sits as a counter to the inauthentic post-modernist model of pedagogy framed by neo-liberal and new public management forms of accountability in some educational systems. The article begins from the assumption that the quality of pedagogies is a social justice issue and documents the lack of intellectual demand, connectedness and working with difference in the pedagogies mapped in the 1000 classrooms observed, while also noting the high degree of social support teachers offered students. These lacks can be seen to reproduce inequalities through schooling, rather than challenge them. Teacher care and support are necessary, but not sufficient for socially just pedagogies, which also need to be backed by redistributive socially just policies and some professional trust of teachers

Accountability · Critical theory · Economic Justice · Pedagogy · Political science · Public relations · Social connectedness · Social justice · Social responsibility · Social science · Sociology · Sociology of Education · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Psychology · Social Psychology · Teacher Education and Leadership Studies

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