MSc Learning and Teaching (part-time)
Part 2 Assignment:
Learners, Learning and Teaching
What are trainee teacher’s views of
excellence in learning and teaching?
Nick Heal
Lord Williams’s School
S1: We are independent, we kinda look out for
ourselves… we don’t really do much together... in our
society it’s every man for himself, so when we go to
school, you study for what you want to be, you come
to school to do what you want to do and you just kind
of like ignore everyone else and focus on your studies.’
What really matters is how we’re
doing compared with our
international competitors. That
is what will define our economic
growth and our country’s future.
The truth is, at the moment we
are standing still while others
race past.
White Paper 2010
Neo-liberalism
Education Reform Act 1988
“And, you know,
there's no such thing
as society.”
Cultural Literacy and Core
Knowledge put forward by E.
D. Hirsch (1987).
The Banking
Concept of
Education
(Freire 1970)
The ‘post-performative’ teacher value replaces values
The post-performative trainee teacher
lacks a critical concern for the political and
democratic purpose of their practice,
embracing ‘the accountability culture of
teaching,’ not ‘from a sense of democratic
duty as public servants’ but ‘simply
because it is effective’
Wilkins 2011 p405
1
Steiner’s ‘brutal paradox’ (1971)
2
Out of all the officers with responsibility
for running the concentrations camps
‘22.3 per cent were graduates and 18.9
per cent held PHDs, at a time when only
2-3 per cent of the German population
had completed a university education’
(Lauder et al 2009 p24).
Powerful Knowledge
(Young 2008)
Q. What counts as an educated person in this day and age?
In School A, three participants discussed the capacities to;
• Be a lifetime learner and engage with current affairs.
• Not be trick or taken advantage of.
• Look further than the boundaries of their knowledge.
And in School B, four participants discussed the capacity to;
• Know right from wrong.
• Know how to learn, rather than substantive knowledge.
• To critically discuss current affairs and global issues (two
participants).
Radical Pedagogy Research Group
Nick Heal
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Radical Pedagogy Research Group
Radical Pedagogy Research Group
Radical Pedagogy Research Group
Nick Heal
Nick Heal
Nick Heal
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Radical Pedagogy Research Group
Radical Pedagogy Research Group
Radical Pedagogy Research Group
Nick Heal
Nick Heal
Nick Heal
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Radical Pedagogy Research Group
Radical Pedagogy Research Group
Radical Pedagogy Research Group
Nick Heal
Nick Heal
Nick Heal
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981
Lord Williams’s School
n.heal@lordwilliams.oxon.sch.uk
nicholas.heal@education.ox.ac.uk
07786 982981