Transforming pedagogy and deconstructing democracy in the middle years of schooling: an ongoing conversation
Jennings, Neville (2003) Transforming pedagogy and deconstructing democracy in the middle years of schooling: an ongoing conversation. Australian Journal of Middle Schooling, 3 (2). pp. 1-5.
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Civics and citizenship education play a significant role in preparing students for active participation in modern democracies. Students in the middle years of schooling, however, do not necessarily appreciate this significance. Consequently, teachers face a challenge as they work with parents to guide young adolescents through the uneasy transition from childhood to adulthood. Of particular interest to middle school teachers are the pedagogies that make civics and citizenship education relevant and meaningful to young people. This article focuses on a transformative pedagogy. After reviewing the needs and characteristics of young adolescents and recent trends in civics and citizenship education, it examines the literature outlining appropriate middle school pedagogies. A number of issues are raised about the implications for school reform if teachers use an active, experimental pedagogy in their approach to civics and citizenship education. Reference is made to recent research that involves conversations with teachers about the epistemological foundations of their practices. The article concludes by arguing that further research is needed on the conversations between teachers and students where the very meaning of 'democracy' is progressively constructed and de-constructed.
|Item Type:||Article (Refereed Research - C1)|
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|Keywords:||citizenship education; civics education; middle years|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||26 Nov 2010 16:02|
|Last Modified:||12 Feb 2011 03:59|
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