Critical pedagogy, social justice and contesting definitions of engagement in the classroom
The SAGE Handbook of Critical Pedagogies, p.814
SAGE Publications Ltd
2020
125
Engagement is difficult to define operationally, but we know it when we see it, and we know it when it is missing. (Newmann, 1986: 242)
The centrality of teaching, the explication of what good teaching involves and the valuing of teachers’ knowledges are recurrent themes at teacher education conferences. Gore et al. (2001) argue that preparing teachers who can produce high-quality outcomes for all of their students requires teacher educators to give greater importance to what they do and say about good classroom practices; that is, pedagogies that are characterized by intellectual quality, relevance, supportive classroom environments and recognition of difference. In short, what teachers do, matters. Such emphases are a welcome relief from narrow market-liberal and laissez-faire approaches to teaching promoted in some quarters that reposition teaching as learning management and teachers as learning managers.
The work of teachers in schools and at other sites is now recognized as a valid site for research. However, contemporary ‘education systems are not well equipped to support teachers as they research’ (Gale, 2000). We need to do more to create spaces that transcend traditional boundaries.
- Critical pedagogy, social justice and contesting definitions of engagement in the classroom
- David Zyngier - Southern Cross University
- Shirley Steinberg (Editor of compilation)Barry Down (Editor of compilation)
- The SAGE Handbook of Critical Pedagogies, p.814
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