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dc.contributor.authorWrigley, Terryen
dc.contributor.authorLingard, Boben
dc.contributor.authorThomson, Paten
dc.date.accessioned2019-10-10T12:51:22Z
dc.date.available2019-10-10T12:51:22Z
dc.date.issued2012-01-31
dc.identifier.citationWrigley, T., Lingard, B. & Thomson, P. (2012) Pedagogies of transformation: Keeping hope alive in troubled times. Critical Studies in Education, 53(1), pp. 95-108.en
dc.identifier.issn1750-8495en
dc.identifier.issn1750-8487
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/10068
dc.identifier.urihttps://doi.org/10.1080/17508487.2011.637570
dc.description.abstractThis paper seeks to challenge the view that there are no alternatives today to global neo-liberalism and its manifestation within schooling systems and educational practices, particularly as high stakes testing and reductive pedagogies and curricula. The paper challenges the fast and shallow learning endemic to these practices, arguing instead for a different temporality of learning and school change. Indeed, the paper argues that there is a pressing need for progressive educational change and that ideas are an important component for such change and for rethinking practices, although not enough in and of themselves. The paper works with a broad Enlightenment construction of pedagogies and a conception of school reform framed by values of democratic citizenship and social responsibility, and the need to connect with school communities, especially those communities disadvantaged by contemporary economic and policy settings. In disadvantaged communities, schools and teachers need to work with community funds of knowledge to scaffold to valorized high status school knowledge. The school also needs to function as a quasi democratic polis, while the reach of curriculum needs to be global. The focus of the paper is thinking about new pedagogies of teaching and school change as resources for hope.en
dc.description.urihttps://doi.org/10.1080/17508487.2011.637570en
dc.format.extent95-108en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofCritical Studies in Educationen
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Critical Studies in Education on 31 Jan 2012, available online: https://doi.org/10.1080/17508487.2011.637570.
dc.subjectAuthentic Learningen
dc.subjectHope Pedagogiesen
dc.subjectSchool Changeen
dc.subjectWorld Crisesen
dc.titlePedagogies of transformation: Keeping hope alive in troubled timesen
dc.typeArticleen
dcterms.accessRightspublic
dcterms.dateAccepted2011-10-30
dc.description.volume53en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2012-01-31
refterms.dateFCD2019-10-10
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorWrigley, Terryen
qmu.centreCentre for Applied Social Sciencesen
dc.description.statuspub
dc.description.number1en
refterms.versionAMen
refterms.dateDeposit2019-10-10


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