Relocating the personal : a critical writing pedagogy

Addressing the current and growing interest in the personal, the self, and the autobiographical not only in the teaching of writing, but also across many disciplinary and subject fields, Relocating the Personal describes a rich array of practical approaches to teaching the personal in settings where it has been excluded." "The author argues for the teaching of writing as a political project in schools and communities, and for a notion of the personal which is not simply equated with voice. The construct of narrative is preferred, because it allows teachers to examine all personal writing as a representation and not the same thing as the writer's life. Strategies are developed for examining how experience is portrayed and how it might be written differently, with material effects on both the personal text and the writer's person.

The book incorporates the latest theories of critical and genre literacy as it develops four teaching cases in different education contexts (secondary, undergraduate, graduate, and adult/community).

Regimes of risk: the need for a pedagogy for peer groups

Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence over the decisions and practices young people make in the context of their peers. Prominent in our discussion is a concern that mainstream educational theory and practice focuses disproportionately on the individual and their capacity to make rational and independent choices. We believe that within this individualizing framework, teachers have only a very limited capacity to influence the practices and decisions young people make in the presence of their peers, their friends. To ground this discussion we juxtapose the actions and interactions of two young male peer groups, to highlight their respective constructions of group identity.

Peer groups, power and pedagogy : the limits of an educational paradigm of separation

In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young people, the focus of this paper is on the roles teachers play in this relationship. Provoking interest is a concern that some of the assumptions that underpin 'mainstream' pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7–8 year old males in a primary school setting, the authors reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student behaviour. In theoretical terms, they argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a 'pedagogy of separation'. The process of building more productive pedagogic relationships, it is concluded, needs to begin with teachers better recognising and engaging with the collective investments of young people.

Bad, mad and sad : developing a methodology of inclusion and a pedagogy for researching students with intellectual disabilities

A critical question for me as a teacher/researcher in the field of inclusive education is how to reposition children with moderate and severe intellectual disabilities as participants rather than subjects in the debate. In this paper, I develop a methodology of inclusion that comprises an ethics of consent and a pedagogy for research participation that is an opportunity not only to teach, but also to create a new discursive space for six children to speak. The discussion explores a range of methodological and interpretive strategies for including children with significant intellectual disabilities in research: issues of informed consent, the negotiation of power relations and the ways in which this innovative pedagogy can be empowering beyond the research situation. The use of this methodology has provocative implications concerning what might be learned about forging a link between the struggle for change and educational policy/practice if other researchers worked towards creating spaces for these most marginalized children to speak.

Creating spaces for pedagogy : research as learning

As teacher-educators, the authors designed and implemented a small study that mapped teacher-education students' understandings of their own identities and how they made sense of ethnicity and class differences among their secondary students while on teaching rounds. While the authors did not set out to 'teach' their research participants, it was during the analysis of data from the research project, that they began to realise the potential of research to create opportunities for learning. In this paper the authors speculate on the 'conditions' of knowledge production and suggest that the dialogic nature of interviews and focus group discussions can offer pedagogical spaces for learning. Research designs that incorporate opportunities for participants to re-tell narratives over periods of time, may position participants as experts in knowledge production and may reposition them and researchers in more equitable power relations. The authors present an example of one participant's narrative together with their interpretations to explore how research potentially offers 'evidence' of learning. While this is tentative only, the authors suggest there is a need to create spaces for pedagogy in the design and execution of educational research.

A focus on teaching in online pedagogy

As the Internet continues to grow in popularity and educational institutions feel the need to have a presence online, 'learning and teaching online' has become somewhat of an IT cliché. In many cases course material is made available online and it is left up to the learner to learn. The claims made for online courses promise considerable cost savings after the initial establishment period, and opportunities to provide education to a larger, globalised marketplace. For students, online learning is thought to allow more flexible study options, and the opportunity to work and study at the same time (Bell, et al 2002, p. 27).

In this paper we question the assumption that online teaching is merely making course material available on the World Wide Web. We report on our study of what is involved in the act of teaching online and on the research that led to the development of the 'mobile teaching facility' to enable a focus on teaching in the online environment. We reflect on how a group of academic staff are responding to online teaching. Details of professional development workshops, hardware and software solutions and working with the complexities of pedagogy will also be discussed. This paper is about our findings, recommendations and plans for future explorations.

Mapping pedagogy to technology - a simple model

As academics we are often encouraged to “go online” by our institution, by either moving or supplementing our teaching in an online environment. We have several options. We could simply attempt to replicate our face-to-face teaching, in effect changing nothing; we can enhance our face-to-face teaching with the available technology; or we can transform our face-to-face teaching by the available technology. The approach we choose will be determined by several factors, one of which will be our existing knowledge of the technological environment we are using. In this paper I propose a simple framework which provides novice eTeachers in particular with a simple mapping from classroom activity to technological functionality, reducing the need to have extensive technological literacy of the learning environment when designing online activities initially.

Ethnicity, social class, practice and pedagogy: a study of teacher identity

This paper draws on findings from three separate research projects to illustrate how teachers' and student-teachers' ethnic and social class identities shape their representations of professional self, their interactions with their students and the pedagogies they privilege in their classes. The paper raises a number of important implications for teacher education seeking to prepare teachers for culturally diverse contexts such as Australian classrooms. It concludes that a major challenge for teacher educators is to find ways of enabling their students to interrogate often taken-for-granted assumptions about their own ethnic and classed positionings.

Re-engaging young people through applied learning pedagogy

The Victorian Certificate of Applied Learning (VCAL) was developed as an innovative response to the changing context post-compulsory schooling in Australia. By combining ‘hands-on’ learning approaches with the traditions of adult learning, the VCAL seeks to cater for the learning temperaments and employment pathways of post-compulsory students who are less likely to remain at school to complete a more traditional Victorian Certificate of Education (VCE). This paper draws on my doctoral research into the schooling experience of VCAL students to explore the irony in using adult and work-based learning principles that underpin applied learning pedagogy as a strategy to reengage students frequently considered by schools to be ‘at risk’. It argues that traditional contentdriven and transmissive approaches result in some students being defined ‘at risk’ because of their failure to accept as legitimate traditional school-based modes of learning. It is proposed that teachers in secondary schools require a deeper understanding of applied learning principles and teaching strategies in order to cater for the increasing numbers of applied learning students in the post-compulsory years of secondary schools. It is argued that such an understanding is also critical to avoid many of such students being incorrectly labelled ‘at risk’.

Generic versus subject specific pedagogy - should mathematics be in the centre?

Research into pedagogy and school change is a high priority in Australia and many other countries. This paper, which includes some preliminary findings from the Improving Middle Years Mathematics and Science: The role of subject cultures in school and teacher change (IMYMS) project, argues that, while there are key features that are common to quality learning environments across all subject areas, generic formulations of pedagogy fail to take account of the extent to which the disciplines being taught shape pedagogy or the contribution of Pedagogical Content Knowledge (PCK) to effective teaching - i.e. that there really is a need to put "mathematics in the centre ".