Pedagogic Rights and Democratic Education
Bernsteinian Explorations of Curriculum, Pedagogy and Assessment
Bibliographic Data
| ID | 19938658 |
|---|---|
| Editors | Paula Vitale (0000-0002-1069-9965), Philippe Vitale, Beryl Exley (0000-0002-3295-8438) |
| Year | 2015 |
| Pages | 250 |
| Publication date | 2015-07-24 |
| Open Access | No |
| Type | BOOK |
| Venue | Pedagogic Rights and Democratic Education (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9781315708768 |
| OpenAlex | W3004573985 |
| Open Library | OL40439649M |
| ISBN | 9781315708768 |
| Language | EN |
| Citations received | 7 |
In this chapter we use Bernstein’s (2000) model of pedagogic rights to examine the learning experiences for non-Indigenous teachers in two reconciliation projects. In the context within which we write, reconciliation is the process of establishing a culture of mutual respect between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians. In 1991, the Royal Commission into Aboriginal Deaths in Custody linked the continuation of racism in Australian society to the weak coverage of Aboriginal and Torres Strait Islander content in the school curriculum (Reconciliation Australia, 2010). Nearly two decades later, the Melbourne Declaration on Educational Goals for Young Australians issued by the council of federal, state and territory ministers of education proclaimed that a curriculum should enable all students to ‘understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Indigenous and non-Indigenous Australians’ (MCEETYA, 2008, p. 9). Education holds out promise not only of better life chances for Indigenous young people, but also of replacing myths with understanding and tackling prejudice and racism within the non-Indigenous population. Bernstein’s (2000) model of pedagogic rights promises some purchase on this pedagogic work by providing concepts for looking systematically at the participation of non-Indigenous teachers in education. As observed by Frandji and Vitale (Chapter 2, this volume), the model is not sufficient to achieve a democratic reality, ‘but simply provides a basis for problematizing reality and considering possibilities’
Democracy · Political science · Politics · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Cross-cultural studies · Democracy and education · Educational sociology
Responding to misrecognition from a (post)/colonial university
European Discourse on Higher Education Quality Assurance and Accreditation
Bernstein in the urban classroom
Structuring forms of transition from higher education to employment
Engaging disadvantaged students in a Chinese as a Foreign Language classroom
Integrating Local Knowledge into Higher Education
Southern influences upon and development of the pedagogic device
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,7 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |