Abstract
ABSTRACT This paper is concerned with the difficulties of trying to discern changes in classroom practice in the past. Its focus is on past pedagogy and ways of studying it. It is part of a continuing project on the silent social history of the classroom and the paper is used as an opportunity to raise questions about collecting data and validating a methodology for this project. In the relative absence of teacher accounts of pedagogy in their elementary classrooms the images or discourses of education form another avenue by which to explore the classroom actuality. These images of teaching allow a tension or contradiction to develop in which the struggles over pedagogy may emerge. It views critically, within a case study of the changes in postwar elementary schooling, a possible pedagogic shift in the secondary modern school and begins to provide a critique of curriculum history theorising.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
