Positioning Pedagogy - a matter of children's rights?
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|Title:||Positioning Pedagogy - a matter of children's rights?||Authors:||Devine, Dympna
|Permanent link:||http://hdl.handle.net/10197/7913||Date:||2016||Online since:||2017-12-27T02:00:10Z||Abstract:||This paper foregrounds pedagogy in the realisation of children's rights to nondiscrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they 'think', 'do' and 'talk' pedagogy, conceived as their pedagogic 'habitus'. Findings confirm contradictions between teachers’ ideals and their practice that is significantly mediated by the socio-cultural context of their schools, gender and presence of migrant children. Especially striking is that neither social justice concerns nor children’s rights explicitly emerge in their narratives, in turn influencing how they 'do' pedagogy with different groups of children. This contradiction is understood as a dialectical process of re/action influenced by structures, policies and the exercise of power in local contexts. The UNCRC provides a generative mechanism within which to hold government to account for the impact of policies, especially in challenging contexts. To be realised in practice, however, it also needs to be embedded in teacher habitus, shaping their dispositions toward children’s rights to non-discrimination and serving their best interests in education.||Type of material:||Journal Article||Publisher:||Taylor and Francis||Journal:||Oxford Review of Education||Volume:||42||Issue:||4||Start page:||424||End page:||443||Copyright (published version):||2016 Informa UK Limited||Keywords:||Teacher pedagogies; Children's rights; Teacher beliefs||DOI:||10.1080/03054985.2016.1197111.||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Education Research Collection|
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