1. John Keenan john.keenan@newman.ac.uk
Tuesday December 19th
John Keenan

2. Pedagogy

3. What do you know?
Freire Traditional Pedagogy Child-centred education Postmodernism Neoliberalism Keynesianism Communism Epistemology

4. “unashamedly elitist”
From 2010

5. National Curriculum 2014
Employers, universities and colleges are often dissatisfied with school leavers’ literacy and numeracy even though the proportion of young people achieving good grades has gone up in recent years. Around 42% of employers need to organise additional training for young people joining them from school or college.
We believe making GCSEs and A levels more rigorous will prepare students properly for life after school. It is also necessary to introduce a curriculum that gives individual schools and teachers greater freedom to teach in the way they know works and that ensures that all pupils acquire a core of essential knowledge in English, mathematics and sciences.
Finally, we need to address literacy standards in schools and make sure pupils develop good reading skills early.

6. Multi-academy trusts
“At the heart of our plan for education is our commitment to supporting schools to be in the driving seat of school improvement and professional development, working together to spread best practice, knowledge and experience. We know that many of our best leaders believe strongly in a school-led approach to improvement and are already working to achieve it.
Nicky morgan from 2014

7. Justine Greening
Grammar schools?

8. Freire

9. There is no such thing as a neutral education process
There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom’, the means by which men and women deal critically with reality and discover how to participate in the transformation of their world.
Jane Thompson, 1999, Gramsci, Freire, and Adult Education: Possibilities for Transformative Action, by Peter Mayo, Macmillan. Page 5

10. Pedagogy of the Oppressed
Start with what the students love
Understand that they must want to learn
Teacher learns from the students

11. Other Pedagogies for Teaching Traditional Progressivist
Postmodern Progressive
all contribute to today’s pedagogy

12. Petrus Ramus Classical canon Great Men of History Christianity
Pedagogical Spaces 1: Traditional
Petrus Ramus
Classical canon
Great Men of History
Christianity
Knowledge in books .
16th century Frech shcolar invented the education system of today - took it away form the 1:1 philosopher and guide to printed text books that Shakespeare would have had
knowledge taken away from sounds and into books. It was a mater of learning all techniques for writing or division or biology or enything in Ong’s words, dissecting and dividing down, taking apart and this is what happened to literature.
Behind I is an ideology that nly men are great, that only certain books are worthwhile and there is one God and the king is on his throne.

13. The Enlightenment Pedagogical Spaces 1: Traditional Renee Descartes
It follows a peculiar way of looking at the world which tok hold and is still with us today. Renee Descartes was a philoshopher who summed up the prevalent thought in the early 17th century. He was the one who gaveus cogito ergo sum - I think therefore I am. He also gave us a way of thinking dependent on rules - that if something happens we can find a reason for it and create a rule and then we can make it or stop it happening again. Before this, there were sprits, God, ilnesses were called by vapours. There was a whole other condition of living which there still is in pre-industrial parts of the world today about respect for ancestors, culture, tradition. The Enlightnemnet swept this away in a cloud of logic and it is on this that the West is based and it might be seen that its success starts with this philosophy.
GET SHEET ON THE ENLIGHTNEMENT PRINTED AND GO OVER

14. Institutionalised Mass schooling Rigid systems
Pedagogical Spaces 1: Traditional
Institutionalised
Mass schooling
Rigid systems

15. Pedagogical Spaces 1: Traditional
The ‘iron cages’ of rationalisation
This is the time of modernism. Max Weber’s ideas have the birth of modernity as the separation between family and business.
IRON CAGES
MCDONALDS
IKEA
Max Weber
( )

16. Testing John Holt – ‘How Children Fail’ ‘Most children in school fail’
Pedagogical Spaces 1: Traditional
Testing
John Holt – ‘How Children Fail’
‘Most children in school fail’
(Holt, 1990: foreword)

17. ‘Nobody starts off stupid…what happens , as we get older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed…We destroy this capacity above all by making afraid, afraid of being wrong…afraid to gamble, afraid to experiment, afraid to try the difficult and the unknown …We destroy the … love of learning in children…by encouraging and compelling them to work for petty and contemptible rewards – gold stars or papers marked 100 and tacked to the wall or As in report cards…We encourage them to feel that the end and aim of all they do in school is nothing more than to get a good mark on a test’
(Holt, 1990: pp.273-4)

18. Pedagogical Space 2: Progressivist
John Dewey
Maria Montessori

19. 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 wit a changing world’
cited in Katzinger and Cross, 1993: pp45-6

20. Pedagogical Space 2: Progressivist
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
To Steiner schools and sumerhill

21. Pedagogical Space 2: Progressivist
John Dewey
(At school children should learn to be) ‘cooks, seamstresses, or carpenters.’
cited in Katzinger and Cross, 1993: p.45

22. Progressive Pedagogy as Ideology
Pedagogical Space 2: Progressivist
Progressive Pedagogy as Ideology
The idea of progress
Standard English was to be the conclusion
Correct acquisition served an industrial purpose
‘Motivated student activity was a pedagogical tool in the interest 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 Katzinger, 1993: p.47
In other words here done in a related wayas an outgrowth of the child -rogani. Dewey also wanted to erase cultual difference and the curriculum gav singluarity c

23. Pedagogical Space 3: The Progressivist Pedagogy of Postmodernism
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

24. 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.
Philip Larkin
Post-modernism is a theory. The people who write about it, though do not have any real agreement,. It is in a sense, a philosophy and one you can get hold of again and critique. You can consider how true you think it is. Just as Foucault is best described to me by God and angels. So poetry brings the subject up of the death of God as here in Philip Larkin’s High Windows
READ

25. The reasons why this incredulity crept in are, like philosophy up for debate but multinational firms are either a response to the changes ie they crept in because the nation state declined in power and could not put up a fight against them. Which of us wants to rail against McDonalds in a way, I suspect before the war we would have had a yanks go home attitude and stuck to our roast beef. It also could be a contributor, particularly the multinational media firms which bring their images and the different global ways of interpreting relaity which undermines our own.

26. 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
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

27. Pedagogy and English
Take each approach
Freire
Traditional
Progressivist
Postmodern
What happens to the teaching of Shakespeare and why?

28. Neoliberalism

29. Neoliberalism
Within neo-liberalism’s market-driven discourse, corporate power marks the space of a new kind of public pedagogy, and one in which the production, dissemination, and circulation of ideas emerge from the educational force of the larger culture. Public pedagogy in this sense refers to a powerful ensemble of ideological and institutional forces whose aim is to produce competitive, self- interested individuals vying for their own material and ideological gain. Corporate public pedagogy culture largely cancels out or devalues gender, class-specific, and racial injustices of the existing social order by absorbing the democratic impulses and practices of civil society within narrow economic relations. Corporate public pedagogy has become an all-encompassing cultural horizon for producing market identities, values, and mega-corporate conglomerates, and for atomizing social practices. Politics becomes increasingly privatized and commercialized and, as such, utterly banal. For example, some neo-liberal advocates argue that the health care and education crises faced by many states can be solved by selling off public assets to private interests.

30. Adam Curtis
The Trap
47mins

31. Other cultural discourses
Neoliberal Discourse
Other cultural discourses
Keynesian
Communism
Feudalism
Modernism
Capitalism
Tribal