What’s wrong with pedagogy in VET?

1. What’s wrong with pedagogy in VET? The beginnings of a possible (re)imagining pedagogy in vocational education and training John Haycock Work and Learning Studies, Faculty of Education, Monash University

2. Why pedagogy? “Now this really annoys me, this pedagogy. Why do you say pedagogy? Why can’t we just say teaching? Why can’t we just call it teaching?” (Dip VET Practice Learner) “In the interests of accessible language, I had given thought to replacing the word pedagogy with the word teaching…” (Lather 1991, p.15) John HaycockWork and Learning Studies,Faculty of Education, Monash University

3. Why pedagogy? Pedagogy as a word, notion and/or concept (potentially): • gives us a wider spectrum to work with • gives us a bigger, multi-dimensional, multifaceted space to think about and conceptualise our practice and thinking about thinking – metacognition – about our practice, or theorising • gives us a framework through which to view, think a bout and do our work John HaycockWork and Learning Studies,Faculty of Education, Monash University

4. What’s wrong with pedagogy in VET? a theory–into–practice engagement with four, broad questions centred on the why, where, what and how of pedagogy in VET: • Why pedagogy? Why should I take this journey to the heart of (my) pedagogy? • Where is pedagogy now in VET and TAFE? Where did it go to? When did it ever get to be like this? • What is ‘my pedagogy’ then? What is its use in VET and TAFE, and importantly, in my practice? • How does this relate to me? How can I use my theory of pedagogy in practice? John HaycockWork and Learning Studies,Faculty of Education, Monash University

5. What’s with pedagogy in VET? Where is pedagogy in VET or where has it gone leads to why pedagogy (in VET)… • Statements (or discourse) like this have displaced pedagogy in VET: “Andragogy – the art and science of teaching adults as compared to pedagogy, the art and science of teaching children …” (Knowles, Holton, & Swanston, 1998). • Learner-centredness displacing teacher-centredness – the ‘sage on the stage’, but also taking with it pedagogy • Learner diagnostics and pragmatism and the notion of ‘the learner’ and (adult) learning • The facilitator and the facilitation of adult learning John HaycockWork and Learning Studies,Faculty of Education, Monash University

6. What pedagogy can be… Pedagogy is problematic/is a problematic… • Pedagogy is problematic • Teaching/pedagogy is complex • Theoretical/pedagogical toolbox • bricoleur/bricolage – ‘how to make a pedagogical quilt’ • Naming, owning your pedagogy/your theory/your philosophy – the knowledge of why I is important • Thinking about pedagogy/thinking pedagogically – opening up your pedagogical reasoning Pedagogy as an ongoing, never finished project… John HaycockWork and Learning Studies,Faculty of Education, Monash University

7. context learners content (knowledge) teacher (pedagogue) Pedagogy could be: my pedagogy for this workshop… "that which addresses the transformation of consciousness that takes place in the intersection of three agencies - the teacher, the learner and the knowledge they together produce...” Lusted 1986 in Lather 1995, p.169. John HaycockWork and Learning Studies,Faculty of Education, Monash University

8. Pedagogy could be… In this (Patti Lather’s 1995) description of pedagogy: • a teacher is not neutral (a mere transmitter), • a learner is not passive (a mere receiver), and • knowledge is not "immutable", or knowledgeis not unchangeable, static or unalterable. • This seems to suggest that knowledge and/or understandings are constructed along the way. (Lather 1995, p.169). John HaycockWork and Learning Studies,Faculty of Education, Monash University

9. Pedagogy is living, breathing and fluid In adding yet further experiential, temporal and spatial dimensions to this notion of pedagogy, Elizabeth Ellsworth (2005) argues that knowledge once it is commodified and ‘taught’ is dead… While pedagogy and learning associated with education might be viewed as outcomes focussed, Ellsworth (2005) adds the dimension of pedagogy as being fluid and alive and moving through space and time; or importantly, the learner moving experientially through space and time and being engaged, fully and bodily. John HaycockWork and Learning Studies,Faculty of Education, Monash University

10. (critical) Reflection: (that old chestnut?) “you don’t learn from experience, you learn by reflecting on experience…” (Prof. John Loughran 2010, in “60 Seconds with…” from Monash Weekly Memo, 12 May) John HaycockWork and Learning Studies,Faculty of Education, Monash University

11. metacognition (epistemology) theoretical framework & toolbox (ontology) knowledge of why I… cognitive framework critical reflection critical theory, pedagogy Opening upyour pedagogical reasoning Knowledge of why? informs knowledge of how Opening up your ‘pedagogical toolbox’ Knowledge of ‘why’ matters John HaycockWork and Learning Studies,Faculty of Education, Monash University

12. This activity can… disagree agree • be anonymous – your own perspective and (in my game!) there is never a ‘right’ or ‘wrong’ response (nor any real answer) • encourage critical thinking • encourage expressions of opinion as a means to reflect, evaluate and for metacognition • [WARNING!] ‘explore’ similarities and differences within a group context • support and/or generate spontaneous and directed discussions, thus possibly leading to reflection, evaluation and metacognition This activity can also be done as ‘sticker dot voting’ using laminated sheets and yellow sticker dots – placing these around the room John HaycockWork and Learning Studies,Faculty of Education, Monash University

13. disagree agree Adult educators – practice and theory Theory (systematic thought) and practice (systematic action) are bound up together. One cannot exist without the other. But practitioners do not always act and think systematically. They often act and think rigidly and dogmatically. It is common, for example, for adult educators to have set value positions on teaching and favourite bundles of techniques, often acquired early in their careers and never subjected to rigorous evaluation… To become more effective adult educators and trainers, we need to become more aware of and systematically develop our theoretical frameworks, the ways in which we understand and explain our work. Griff Foley 2004, p.8. John HaycockWork and Learning Studies,Faculty of Education, Monash University

14. disagree agree Is education possible? (Is pedagogy possible?) Is education possible? According to Sigmund Freud it is not… [Freud] refers to education as one of those “impossible professions” – the other two being analysis and government – “in which one can be sure beforehand of achieving unsatisfying results”. Freud is not alone in his opinion. Much educational research presumably still is driven by the wish to find the “secret formula” so that education can be made into a technique with a predictable, positive outcome. Biesta 1998, p.503; Freud quoted by Biesta from Donald 1992. John HaycockWork and Learning Studies,Faculty of Education, Monash University

15. disagree agree Adult learning or pedagogical theory “…no one theory of learning or of facilitating trumps the others. There is no generic essentialised ‘adult learner’ who can be described in ways that accurately and responsibly portray the myriad differences between people and the changes they experience. Indeed, ideas of adulthood vary so widely that announcing ‘adult’ learning as a unique and distinct category has become a dubious enterprise…” (Fenwick and Tennant 2004, p.55) John HaycockWork and Learning Studies,Faculty of Education, Monash University

16. disagree agree Adult education as technique and process Education cannot be reduced to mere technique or to a process of teachers moulding students. In thinking about education we must take into account the ways in which students “use” what is presented by the teacher. It is this “use” of what is presented that makes education possible – but also unpredictable. (Biesta 1998 cited in Roberts 2010, pp.133 –134) John HaycockWork and Learning Studies,Faculty of Education, Monash University

17. disagree agree Adult education as product “The ‘learning as product’ perspective assumes learning can be codified and then easily passed to learners. In addition it tends to emphasise an individualised notion of learning which sits in stark contrast with what is known about the social nature of learning (Jarvis 1987) and the work of researchers such as Lave and Wenger (1991) [who we shall meet again soon…] whose work describes communities of practice as sites for learning.” (Simons and Smith 2008, p.26, my emphasis) John HaycockWork and Learning Studies,Faculty of Education, Monash University

18. disagree agree Adult education as politics and political: The politics of pedagogy, theory and practice “…the ‘learner’ is not an object separable from the ‘educator’ in teaching-learning situations. The positionality of the educator (whether as expert, coach, liberator, observer, arbiter, commentator, guide, decoder) affects how learners perceive, feel, behave and remember. Considerations of learning involving teachers should begin with educators’ self-reflection on their own influence in that context, and on their biased perception of what is happening…” Fenwick and Tennant 2004 pp.55 (my emphasis). John HaycockWork and Learning Studies,Faculty of Education, Monash University

19. disagree agree Adult education as politics and political: The politics of pedagogy, theory and practice “For me, now I say that education is politics. Today, I say, education has the quality of being politics, which shapes the learning process. Education is politics and politics has educability. Because education is politics, it makes sense for the liberating teacher to have some fear when he or she is teaching…” Freire 1987 in Shor and Freire 1987, p.61 John HaycockWork and Learning Studies,Faculty of Education, Monash University

20. Adult education as politics and political: Pedagogy and power disagree agree “…[A]dult educators learn far more about power by studying the micro-dynamics of particular learning groups in particular classrooms... than by investigating how adult education is funded. The growth of corporate training and human capital development may be important trends in the field, and the passing of adult educational legislation may seem an important political event, but…this is not where power is primarily exercised… …For example, in an adult education discussion group, disciplinary power is exercised in parties such as the raising of hands to signify one wants to speak; the way eye contact is made between students, or between teacher and student, to confer the message that now a chosen participant can speak; the nods of learner and teacher approval to register that a particularly insightful comment has been made; the preferred seating arrangement (usually a circle); and the form of speech and terminology is approved.” Brookfield 2001, pp.3-4; Foucault 1980 in Brookfield 2001 (my emphasis). John HaycockWork and Learning Studies,Faculty of Education, Monash University

21. Adult educator (supplementary) ‘joke’… Question:“how do you recognise an adult educator at a party?” Response: “she’s the one moving the chairs into a circle…” (in) Brookfield 2001, p.6. John HaycockWork and Learning Studies,Faculty of Education, Monash University

22. Educators are more than content experts, you understand the relationship between teaching and learning. Claim this. Let’s rethink ‘knowledge’, ‘practice’ and ‘independence’ so that they do justice to the work you do and the legacy you want to leave! (Clemans 2008) John HaycockWork and Learning Studies,Faculty of Education, Monash University

23. References/further reading Biesta, G. J. J. (1998). ‘Say you want a revolution… Suggestions for the impossible future of critical pedagogy’, Educational Theory, Fall 1998; vol.48, No.4, pp.499-510. Brookfield, S. D. (2001). Unmasking power: Foucault and adult learning, The Canadian Journal for the Study of Adult Education, Vol.15; No.1. Clemans, A. (2008). ‘From knowledge to practice: developing the independent thinker and learner’, Keynote presented to Knowledge to Practice: Developing the Independent Thinker and Learner, VET Practitioners Network (VPN) Conference, 17 and 18 July. Ellsworth, E. (2005). Places of learning: media architecture pedagogy, Routledge Palmer: New York. Fenwick, T. and Tennant, M. (2004). Understanding adult learners, in Ed. G. Foley, Dimensions of adult learning: Adult education and training in a global era, Crows Nest, NSW: Allen and Unwin. Foley, G. (2004). ‘Introduction: The state of adult education and learning’, in Ed. G. Foley, Dimensions of adult learning: adult education and training in a global era, Crows Nest, NSW: Allen & Unwin. Lather, P. (1991). Getting smart: feminist research and pedagogy with/in the postmodern, Routledge: New York. – (1995). ‘Post-critical pedagogies: A feminist reading’, in Ed. P.McLaren, Postmodernism, post-colonialism and pedagogy, High Press Academic: Somerville, Australia. Roberts, P. (2010). Paulo Freire in the 21stcentury: education, dialogue, and transformation, Paradigm Publishers: Boulder, Colorado, USA. Shor, I. and Freire, P. (1987). A Pedagogy for Liberation: Dialogues on Transforming Education, Bergin and Garvey Publishers Inc.: USA.Knowles, M (1990) ‘A theory of adult learning: Andragogy’ in M Knowles ‘The Adult Learner: A Neglected Species’ Routledge, UK pp 43-63 4th edition. Simons, M. and Smith, E. (2008). The understandings about learners and learner that are imparted in Certificate IV level courses for VET teachers and trainers. International journal of training research, vol.6, No.1, pp.23-43. John HaycockWork and Learning Studies,Faculty of Education, Monash University