Identity and Pedagogy Research Theme conference
CALL FOR ABSTRACTS!
Following the runaway success of last year’s Identity in Education mini conference we are delighted to send you an early notice of a conference based on pedagogy on Friday 22 June 2018. We very much hope that you will ‘save the date’!
This is a call for abstracts. Abstracts should be no more than 300 words and should be submitted to Jessica Messenger Jessica.email@example.com by Friday 1 June 2018.
We are happy to consider any topics that address issues related to pedagogy.
Examples of themes might be:
- Defining pedagogy– Murphy (2008) and Mortimer and Watkin’s (1999) argue that while the term pedagogy is widely used in education there is little if any consensus as to what this might mean. We would welcome papers where tutors offer a definition with a rationale.
- Still seeking pedagogy in England?– In what has come be seen as a seminal contribution Brian Simon (1981) argued that there had been no systematic development of pedagogy in England. Robin Alexander (2004) revisited Simon’s work and argued that pedagogy has become subsidiary to curriculum. We would welcome papers that consider the state of pedagogy in current times.
- Pedagogies related to social mobility– Social mobility was a key policy motif in policy messages in 2017. Should this be an aim of education and if so how might this inform pedagogy?
- Pedagogies of mental health- There has been much concern about education and children’s mental health. Indeed in July 2017 Teach First announced that they would be training teachers as mental health specialists. Is this a valid aim? If so what might a pedagogy of mental health look like?
- Implications of the ‘Prevent’ Strategy on Pedagogy- The prevent strategy has been a significant development in the policy in recent times. In order to help teachers to be compliant with its demands what are the implications, if any, for pedagogy?
- How is pedagogy positioned in educational policy- It has been suggested that the key elements of formal education are assessment, curriculum and pedagogy (Bernstein 1975; Nixon 1999). Since the educational reform act (1988) education has been subjected to high levels of political intervention where there is often an assumption that education can be predicted and controlled. If that is the case then it might be argued by keeping assessment and curriculum under tight control, then pedagogy is to any extent ‘given’ and so becomes irrelevant? Is this an argument that stands up? What are the implications of such a position? What are the other perspectives?