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Student centredness and learning from the perspective of history of the present
Stockholms universitet.
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)
Aaarhus universitet.
2018 (English)In: Critical Analyses of Educational Reforms in an Era of Transnational Governance / [ed] Hultqvist, Elisabeth; Lindblad, Sverker & Popkewitz, Thomas S., Cham, Switzerland: Springer, 2018, 1:a uppl., p. 185-196Chapter in book (Other academic)
Abstract [en]

The overall aim of this chapter is to problematize the contemporary discourse about learning and pupil-centred learning which during recent decades have become givens or, perhaps it could be said, have become established as dogmas in the conversation, writings and thinking about ourselves, others, education, work and society. The purpose of this approach is to shake up what is to a greater or lesser extent taken for granted at the present. We do this by showing that ideas such as student centredness can be seen in other ways than is the case in contemporary narratives. Theoretically, we draw from Foucault's concepts of genealogy and history of the present. This means that we reflect contemporary conceptions, in this case the ideas of studen centredness, in relation to how similar phenomena have been parcticed within other narratives about education/training. Empirically, we use different types of education texts such as policy documents, investigations,textbooks and scientific reports. We start with contemporary documents from transnational as well as Sweish sources, followed by documents from three different historical periods: (1) the 1940/1950s, (2) the 1970s and (3) the narrative  of the French teacher, Jacob Jacotot, from the beginning of the neneteenth century about teaching for intellectual liberation as retold by Jacques Ranciere. The genealogical analysis shows that contemporary narrative about learning is neither more or less pupil or student centred than that of yesterday. It is rather that this phenomenon is given different meanings within the framework of different historiacal discourses about education. In the present time, the concepts are given meaning in the context of educational policy work and reforms in an era of transnational governance.

Place, publisher, year, edition, pages
Cham, Switzerland: Springer, 2018, 1:a uppl.. p. 185-196
Series
Educational Governance Research, ISSN 2365-9548, E-ISSN 2365-9556 ; 7
Keywords [en]
Education, Learning, Student centredness, Genealogy, History of present, Transnational government, Transnational education policy
National Category
Learning
Identifiers
URN: urn:nbn:se:liu:diva-143982DOI: 10.1007/978-3-319-61971-2ISBN: 9783319619699 (print)ISBN: 9783319619712 (electronic)OAI: oai:DiVA.org:liu-143982DiVA, id: diva2:1170149
Available from: 2018-01-02 Created: 2018-01-02 Last updated: 2018-01-19Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • Other style
More styles
Language
  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
  • rtf