In search of inclusive pedagogies: The role of experience and symbolic representation in cognition
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Wrigley, T. (2014) In search of inclusive pedagogies: The role of experience and symbolic representation in cognition. International Journal of Pedagogies and Learning, 2(1), pp. 114-128.
This paper examines the relationship between social class and low academic achievement in the light of recent developments in pedagogical theory. It revisits historically influential theories (innate intelligence and language deficit) using the lens of situated cognition and activity theory as conceptualisations of knowledge and learning which embed thinking within action, experience and context. Drawing on Wenger (1998) and others, it argues for a more skilful grounding of theoretical learning in experience, so that good opportunities are given to exercise voice and agency. The paper includes positive examples from lesson observations in urban schools. The methodology is that of a critical and historical review of key theories, followed by a theoretical discussion of recent pedagogical developments and specific examples drawn from the writer’s fieldwork studies of successful schools in areas of disadvantage.