Thursday December 20th

1. Thursday December 20th John Keenan John.keenan@newman.ac.uk

2. What is the dominant pedagogy of your school? • Culture • Discourse • Ideology • Hegemony

3. Dominant ideology = hegemony

4. Ideology and hegemony drugs sex Injecting heroin into eyeball 30 year old marrying 13-year old Having sex with a goat Smoking Unmarried sex Drinking alcohol HEGEMONY Eating pig Being on the beach in full suit Going to the office in underwear Eating horse food clothes

5. Gramsci’s hegemony “The predominance of one social class over others […] This represents not only political and economic control, but also the ability of the dominant class to project its own way of seeing the world so that those who are subordinated by it accept it as 'common sense' and 'natural'. Commentators stress that this involves willing and active consent. […] Gramsci emphasizes struggle. He noted that 'common sense is not something rigid and immobile, but is continually transforming itself' (Gramsci, cited in Hall 1982: 73). Chandler http://www.aber.ac.uk/media/Documents/marxism/marxism10.html

6. Fiske on Gramsci 'Consent must be constantly won and rewon, for people's material social experience constantly reminds them of the disadvantages of subordination and thus poses a threat to the dominant class... Hegemony... posits a constant contradiction between ideology and the social experience of the subordinate that makes this interface into an inevitable site of ideological struggle' (Fiske 1992: 291).

7. Ideological struggle? #metoo French riots I can’t breathe Take one or all and discuss what the ideological issue is that is being debated. What are the hegemonic views in our (?) culture and who has the power?

8. It doesn’t have to be like this.

9. Methodological Premise [Thought] is what allows one to step back from this way of acting or reacting, to present it to oneself as an object of thought and to question it as to its meaning, its conditions, and its goals. Thought is freedom in relation to what one does, the motion by one detaches oneself from it, establishes it as an object, and reflects on it as a problem. (Foucault Ethics: Subjectivity and Truth, 117)

10. By definition, the thinker is neither entirely outside of the situation in question nor entirely enmeshed within it without recourse or options. [...] Thinking is the form given to that motion of detachment, reflection and re-problematization. (Rabinow and Rose, 2009, The Essential Foucault : Introduction, 14)

11. Are you in an ideological struggle? Against your parents? Against your siblings? Against this society? Against your school? Against your mentor? What is it? What do you do? Who holds the power? Is it a hegemony you disagree with?

12. Language Clothes Your school hegemony – struggle? Power? Attitude ?

13. How would you answer? • Tell us about yourself • Why have you applied for the post (and this school)? • How would you promote numeracy in your subject? • Where would you like to be in 5 years time? • What are your subject weaknesses?

14. Tell THE TRUTH • Tell us about yourself • Why have you applied for the post (and this school)? • How would you promote numeracy in your subject? • Where would you like to be in 5 years time? • What are your subject weaknesses?

15. The Module Professional Enquiry and Subject Leadership • “This module engages you with problematic areas of teaching and learning in your subject in secondary school. Pedagogic approaches that facilitate learning in school of these problematic areas of the subject curriculum are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. You will develop an area of expertise in subject pedagogy that encourages future leadership, initially leadership of classroom learning in your subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice”

16. Module Outcomes A review of research literature on a problematic aspect of teaching and learning that has been agreed with the module leader. A discussion of the potential implications of the reviewed literature for the effective teaching of one or more aspects of the curriculum and a reflection on what makes effective subject pedagogy.Suggestions for how these implications might inform teaching of the chosen part of the curriculum and how they are managed within the classroom or department setting.

17. What is meant by a problematic theme or aspect? How do you know? What factors make it problematic? Deconstructing the module outcomes 1. Identify a ‘problematic’ theme of your subject in the practice Key module outcome questions – and steps to enquiry (?) For consideration in relation to these outcome questions What issues are identified? What suggestions are made? Are these valid? A review of research literature on a problematic aspect of teaching and learning that has been agreed with the module leader. A discussion of the potential implications of the reviewed literature for the effective teaching of one or more aspects of the curriculum and a reflection on what makes effective subject pedagogy.Suggestions for how these implications might inform teaching of the chosen part of the curriculum and how they are managed within the classroom or department setting. 2. Identify relevant literature and research into issues surrounding the pedagogy of this theme 3. What does the literature suggest makes effective teaching of the identified theme(s)? What reading and research am I looking for? 5. Given the reading and your experience and reflections…how could you effectively teach this theme? 4. What is your experience of effective pedagogy? What are you learning about how to teach the problematic area (more) effectively? Impacts of EAL, SEN, gender, age, etc. How do you address these issues? Where does this knowledge come from? Experience? Practice? Reflection? Reading? How do these inter-connect? Can you identify short/medium term approaches? Annotated plans, Resources? etc 6. How can I demonstrate my application of understanding to my practice?

18. What is your pedagogy?

19. Petrus Ramus • Classical canon of literature • Great Men of History • Christianity • Knowledge in books • Writing - formal technique.

20. The Enlightenment Renee Descartes

21. Institutionalised • Mass schooling • Rigid systems

22. Traditional Pedagogy • memorise • cloze gaps • rote • rules • Standard English • testing ‘correct’ knowledge in formal exams

23. ‘punctuality, respect, discipline, subordination…a medium for tutelage in values and morality’ Graff, 1987:p.262 cited in Katzinger and Cross

24. The ‘iron cages’ of rationalisation Max Weber (1846-1920)

25. Progressive Pedagogy

26. John Dewey Maria Montessori movement, change and progress

27. John Dewey 1900 ‘The earth is the great field, the great mine, the great source of the energies of heat, light and electricity; the great scene of the ocean, stream, mountain and plain …(By these means) mankind has made its historical and political progress’ quoted in n Katzinger and Cross, 1993, p.45

28. John Dewey 1900 ‘To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct appeal; to preparation for a more or less remote future is opposed to making the most of the opportunities of present life; to static aims and materials is opposed acquaintance wit a changing world’ quoted in Katzinger and Cross, 1993, pp45-6

29. John Dewey ‘Textbooks and lectures give the result of other men’s discoveries, and thus seem to provide a short cut to knowledge; but the outcome is just a meaningless reflecting back of symbols with no understanding of the facts themselves’ Dewey and Dewey 1915 quoted in Cross and Katzinger, 1993, p.46

30. John Dewey (At school children should learn to be) ‘cooks, seamstresses, or carpenters.’ (Classrooms should be) ‘active centers of scientific insight into natural materials and processes, points of departure whence children shll be led into a realization of the historic development of man’ cited in Katzinger and Cross, 1993: p.45

31. progress not in a textbook • active relationship with the world • creativity at the heart of society

32. John Dewey ‘having something to say rather than having to say something’ Dewey 1900 cited in Cross and Katzinger, 1993:p.47

33. John Dewey ‘Motivated student activity was a pedagogical tool in the interet of progress and modernity and these cultural assumptions were as powerfully singular as those of the traditional curriculum of a classical canon, even to the point of sharing some of the same objectives - correct grammar, for example - albeit objectives that were now to be achieved by a different means’ Cross and Kazinger, 1993: p.47

34. Other Pedaogies http://www.deferrers.com/; http://www.montessorieducationuk.org/; http://www.steinerwaldorf.org/steiner-education/what-is-steiner-education/ http://www.summerhillschool.co.uk/ https://youtu.be/ZE20ylESsY4 https://youtu.be/gfYqpDmJS3k

35. Post-modernist Pedagogy Lyotard - an incredulity towards metanarratives Jean Baudrillard Frederick Jameson

36. difference • discontinuity • cultural fragmentation • linguistic fragmentation • ‘the postmodernists pronounce the end of history; the decadence of grand metanarratives…the demise of progress’ • Cross and Katzinger, 1993: p.48

37. Pedagogy of Postmodernism • humans are active meaning makers • no universal meaning - polysemic • no privileged discourses • the death of the author (Eco) • a curriculum relevant to experience • power to marginalised discourses e.g. Creole Language is ‘a system of signs structured in the infinite play of difference’ Aronwitz and Giroux, 1991: p.13 cited in Cross and Katzinger, 1993: p.50

38. Postmodernism = Post-structuralism no privileged discourses books television music food drink

39. Zygmunt Bauman – Liquid Modernity

40. ‘Following a precedent is not a good advice any more. Accumulating knowledge and relying on knowledge accumulated a long time ago, is not a good proposition today. Relying on unchanged routine which you can actually imbibe and follow blindly, is also not a good recipe. The same is true for acting according to habits and customs. All this is counterproductive in a rapidly changing world in which there is no longer one dominant authority but a competition of authorities, very often at cross-purposes, very often mutually contradictory. The responsibility for choosing between these authorities falls entirely upon the person involved.’ Bauman 2004 lecture liquid modernity

41. Literacy - ‘the ways in which students produce meanings through the various subject positions that are available to them in the wider society’ Foucault and Discourse 2 blokes in a pub discourse Camp discourse Girls’ night-out discourse Teenage girls’ discourse Footballer’s discourse Police discourse

42. Progressivist Pedagogy of Postmodernism as Ideology • Anti-hegemonic

43. Three Approaches to Literacy 1. It’s just there - find out its rules (Traditional) 2. It is a psychological phenomenon - socio/psycho linguistics (Progressivist) 3. Critical

44. Critical ‘the cultural and social dimensions which enter into the formation and constitution of language and of texts’ Kress, p.23 ‘All fiction (and all non-fiction) is generic’ Cranny Francis, p. 93

45. Critical Literacy https://youtu.be/8eXj_PwxHfs

46. Texts are not transparent objects; they are highly coercive linguistic strategies, positioning readers in particular ways which have nothing to do with encouraging individuality and everything to do with reproducing a particular social formation’ Cranny Francis, p.98

47. Social situations create conventions The stability and repeatability of that social situation lead to texts with a similar stability, with a marked conventionality, which in the end makes the text simply natural and makes its constructedness unnoticable’ Kress, p.27

48. By both teachers and students • understand that texts are produced to do something social or cultural • genres can be changed and this changes the power-base • no privileged discourse - ‘pluricultural’ • no privilege of written over spoken language

49. ‘Linguistic plurality, diversity and difference are shown to be the inevitable conditions of all societies, and they constitute one of the most productive reservoirs and resources for cultural (an consequently social, political, economic) innovation…... Widening the range of choices and possibilities, and providing the freedom that comes from the possibility of choosing rather than leaving people locked into particular situations’ Kress, p.29

50. Sci-Fi ‘Science Fiction...tell(s) stories of patriarchal masculine endeavour’ Cranny Francis, p.96 Men subdue space Moon Landing W H Auden The majority of texts in our society - and the readings made of them - work to reconstruct patriarchal ideology’ Cranny-Francis, p.97 Change the gender of a sci-fi