Pedagogies for Teaching Reading and Writing 1.Traditional 2.Progressivist 3.Postmodern Progressive 4.Neo-conservative all contribute to today’s pedagogy

Petrus Ramus Classical canon of literature Great Men of History Christianity Knowledge in books. Pedagogical Spaces 1: Traditional

The Enlightenment Renee Descartes Pedagogical Spaces 1: Traditional

Institutionalised Mass schooling Rigid systems Pedagogical Spaces 1: Traditional

‘Literacy learning was…used as an instrument to inculcate ‘puncutality, respect, discipline, subordination…a medium for tutelage in values and morality’ Graff, 1987:p.262 cited in Katzinger and Cross Pedagogical Spaces 1: Traditional Pedagogy as Ideology

Max Weber ( ) The ‘iron cages’ of rationalisation Pedagogical Spaces 1: Traditional

Testing John Holt – ‘most children fail’

John Dewey Maria Montessori movement, change and progress Pedagogical Space 2: Progressivist

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 with a changing world’ cited in Katzinger and Cross, 1993: pp45-6

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 cited in Cross and Katzinger, 1993: p.46

progress not in a textbook active relationship with the world creativity at the heart of society Pedagogical Space 2: Progressivist

Your experiences of child-centred education

Progressive Pedagogy The idea of progress Standard English was to be the conclusion Correct acquisition served an industrial purpose Pedagogical Space 2: Progressivist

John Dewey ‘having something to say rather than having to say something’ Dewey 1900 cited in Cross and Katzinger, 1993:p.47 Literacy in Progressivist Pedagogy Pedagogical Space 2: Progressivist

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 Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

Post-modernism Lyotard - an incredulity towards metanarratives Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

Richard Hoggart The Uses of Literacy “an all-pervading culture” Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

Shared working-class life in the 1930s Superstition - touch wood, black cats Attitude - family, neighbour Fixed gender roles wife - corner shop, clothes line, husband - work, pub Language - mam, our Alice Food - chops, chips Richard Hoggart - The Uses of Literacy Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

metanarratives ChurchGod creates world People go bad Jesus dies to save people from Hell Repent and go to Heaven Life is a trial Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

metanarratives 2 ScienceBy understanding the world we will control it The universe was made by a Big Bang People evolved from apes People keep improving life We exist to make the world better Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

metanarratives 3 Authority Some people have special skills These people should use them to serve society We must respect those who serve for our good Life is about knowing your place in society and serving where you can Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

High Windows When I see a couple of kids And guess he's fucking her and she's Taking pills or wearing a diaphragm, I know this is paradise Everyone old has dreamed of all their lives-- Bonds and gestures pushed to one side Like an outdated combine harvester, And everyone young going down the long slide To happiness, endlessly. I wonder if Anyone looked at me, forty years back, And thought, That'll be the life; No God any more, or sweating in the dark About hell and that, or having to hide What you think of the priest. He And his lot will all go down the long slide Like free bloody birds. And immediately Rather than words comes the thought of high windows: The sun-comprehending glass, And beyond it, the deep blue air, that shows Nothing, and is nowhere, and is endless. Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

The death of God Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism

Postmodernism = Post-structuralism no privileged discourses musicfooddrink books television Pedagogical Space 3: The Progressivist 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 Literacy in Progressivists Pedagogy of Postmodernism Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism 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

Neoliberalism and Neo-conservatism

Neoliberalism 1970s financial and oil crises bring social unrest crisis of the welfare state 1980s Rise of new socio-economic and political doctrines – Chicago school of Economics, Milton Friedman – Centre for Policy Studies, Friedrich Hayek – Margaret Thatcher, Ronald Reagan 1990s Demise of contrasting ideologies – Fall of the Berlin Wall – Dissolution of the Soviet Union

The 1980s Key ideas Culture Thatcherism (UK) Reagan (US) Lifestyles Hedonism Display Individualism extravagance

Music

Fashion

Leisure

Dance

Films

TV

Hair

Greed is Good

Hedonism ‘modern hedonism is characterized by a longing to experience in reality those pleasures created or enjoyed in the imagination, a longing which results in the ceaseless consumption of novelty’ Celia Lury Consumer Culture. Oxford: Blackwell, 1997: 73 Lead us into temptation

‘People now work...not just to stay alive, but in order to be able to afford to buy consumer products. The goods which are advertised serve as goals and rewards for working... consumption has taken off into an almost ethereal, or hyper-real, symbolic level so that it is the idea of purchasing as much as the act of purchasing which operates as a motivation for many in doing paid work’ Robert Bocock, Consumption. London: Routledge1995: 50 Work