Transformative Teaching
Restoring the teacher, under erasure
Bibliographic Data
| ID | 8858296 |
|---|---|
| Authors | Jenny Steinnes (a Lillehammer University College, Norway, corresponding author) |
| Year | 2008 |
| Volume | 41 |
| Issue | 2 |
| Pages | 114-125 |
| Publication date | 2008-08-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2008.00458.x |
| OpenAlex | W2094265924 |
| Language | EN |
| References cited | 2 |
In the large and complex landscape of pedagogy, the focus seems to have turned away from the concept of teaching and towards a stronger emphasis on learning, probably supported by neo‐liberal ideology. The teacher is presented more as part of the force of production than as an autonomous performer of a mandate given to him/her by society. He/she is supposed to supply knowledge that is considered useful to a society geared to production and consumption. During the past few decades, enlightenment as a legitimising concept for education has been challenged from different angles, both by a self‐critique from within and from external forces. One angle of approach is the questioning of the relationship between the state and education, by way of a critique of modernity. Another approach comes from a critique of knowledge, which has lost most of its universal implications and is left with more pragmatic and utilitarian considerations. Into this landscape of lost legitimisation, I will make an attempt to visualise an impossible/possible position for teaching, featuring ancient, contemporary and phantom‐like figures. I am suggesting the concept of transformation as an alternative to development or improvement, which I find to be concepts with a close link to modernity and its linearity. By a careful and conscious use of the word transformation, taking Derrida's intensified focus of language into account, a possible active position might be intimated in spite of the fundamental critique, which has been directed at pedagogy and its imperialistic implications from different angles
Aesthetics · Enlightenment · Epistemology · Higher education · Ideology · Mandate · Modernity · Pedagogy · Philosophy of education · Political science · Politics · Sociology · Transformative learning · Adult and Continuing Education Topics · Critical and Liberation Pedagogy · Law · Philosophy · Philosophy, Ethics, and Existentialism
| Highly cited | No |
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