Alexander 2008 essays on pedagogy vs andragogy ..

In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach.

Alexander 2008 essays on pedagogy vs ..

Alexander, R. (2008) Pedagogy, Curriculum and Culture. In Hall, K; Murphy, P. & Soler, J. (Eds) Pedagogy and Practice: Culture and Identities, pp3-27. London & Milton Keynes: Sage and The Open University.


In Essays on Pedagogy, Robin Alexander brings together some of …

Alexander 2008 essays on pedagogy of the oppressed

Drawing mainly on the theoretical ideas of Bakhtin on the dialogic nature of language (Bakhtin, 1981, 1984; Voloshinov, 1986), a number of authors have stressed the educative potential of teacher-pupil interaction which enables students to play an active part in shaping the agenda of classroom discourse. Examples include: dialogic instruction, characterised by the teacher’s uptake of student ideas, authentic questions and the opportunity for students to modify the topic (Nystrand, 1997); dialogic inquiry, which stresses the potential of collaborative group work and peer assistance to promote mutually responsive learning in the zone of proximal development (Wells, 1999); dialogic teaching, which is collective, reciprocal, cumulative and supportive (Alexander, 2004); and dialogical pedagogy, in which students are invited to retell stories in their own words, using paraphrase, speculation and counter-fictional utterances (Skidmore, 2000). These proposals share a common concern with the ritualistic nature of the predominant patterns of teacher-student interaction exposed by empirical observation studies, and an emphasis on the importance of maximising active student participation in classroom talk as a means of enhancing intersubjective understanding.


Integrating research and pedagogy: An Exploratory …

The trans-national scope of Alexander’s study enables him to compare the norms which govern teaching in different countries. This comparative approach is helpful in defamiliarising the taken-for-granted rules and rituals of classroom life in the national contexts which classroom discourse research has most often examined (England and the United States). This draws attention to the fact that teacher-led, whole-class discussion can be managed in ways which depart from the characteristic ‘recitation script’ which studies have found to be prevalent in these countries (for example by the teacher directing a sequence of questions towards one student rather than rotating successive turns around the class). By analysing several examples of classroom discourse from different schools within the same country, he also warns us against the risk of stereotyping national pedagogical traditions by portraying them as monolithic – he finds considerable variation at work in US primary school practice, for instance. Finally, he locates extracts of discourse within summaries of the whole lesson from which they are taken, reminding us of the importance of sequential context for understanding the educational import of a particular exchange. Granted the international significance of his study, however, some questions remain to be resolved by future enquiry in this area.