This book will be of interest to students and teachers of education, to teachers and educational researchers, as well as to those with a passion for the history and politics of education.
Chapter 12. Learning and Pedagogy
Learning and Pedagogy
Although it covers much of the same substantive and thematic ground that we have traversed in the previous two chapters, in this chapter the emphasis shifts so that we are concerned more with methodological, processual, and practical issues. In simple terms, its overarching purpose is “show, don’t tell.” It instantiates the pedagogical practice of fostering learning in the space created through dialogic exchange. In this respect the extracts that follow have been crafted to a greater degree than was the case in the previous chapters, although I found it surprisingly straightforward to do this. It was by no means a case of having to extract utterances from here and there and I was able to reproduce long sections of the transcript without much intervention or interference. This suggests that the learning processes I have been eager to represent here reflect rather than reconfigure those that occurred during my meeting with Ivor. I certainly went away from the meeting with the feeling that I had participated in a rich learning experience that has continued to have a bearing on my thinking since that time.
Nevertheless it would be disingenuous to imply that my intention here was anything other than to set out the ways in which ideas change shape as they are passed back and forth between conversing partners and how, in the process of exchanging words, the “third voice” referred to earlier becomes audible. This means that I selected...
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