How child‐centred education favours some learners more than others

Debates on how best to educate young children have been raging over the last 100 years—more often fuelled by ideological preferences rather than empirical evidence. To some extent this is hardly surprising given the difficulty of examining pupil progress in a systematic and comparative way. However, the introduction of a new child‐centred curriculum in Wales provides the opportunity to undertake just such an examination. The Foundation Phase curriculum, introduced in 2008, is designed to provide all 3‐ to 7‐year‐olds with a developmental, experiential, play‐based approach to learning. Evidence from a major 3‐year evaluation of this intervention finds that, overall, pupil progress and well‐being is fostered in those settings where the principles of the Foundation Phase have been most closely followed. However, the evidence also suggests that even within these contexts, progress is uneven and that some kinds of children seem to gain more from this approach than others. The ‘losers’ appear to be boys and those living in poverty. Drawing on the theories of Basil Bernstein, the paper explores why this may be the case and examines the relative significance of teacher dispositions, teacher–learner dynamics and the availability of resources. The paper concludes by arguing that these issues will need to be addressed if the benefits of child‐centred approaches are to benefit all

From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice

The five authors of this article designed a multicase study to follow recent graduates of an elementary preservice teacher education program into their beginning teaching placements and explore the ways in which they enacted social justice curricula. The authors highlight the stories of three beginning teachers, honoring the plurality of their conceptions of social justice teaching and the resiliency they exhibited in translating social justice ideals into viable pedagogy. They also discuss the struggles the teachers faced when enacting social justice curricula and the tenuous connection they perceived between their conceptions and their practices. The authors emphasize that such struggles are inevitable and end the article with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice

Pedagogy and deliberative democracy: Insights from recent experiments in the United Kingdom

A growing body of research suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to explore the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically assessed with reference to a recent project that sought to test different citizen assembly pilots around plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital, not just to increase levels of knowledge, but also to build the capacity, confidence and contribution of democratically active citizens

Emotions and pedagogies of discomfort: Teachers’ responses to sexual and gender diversity in the Free State, South Africa

Emotions are central to social justice work in education but receive scant research attention in South Africa. Our study explores the role of emotions in teachers’ approaches to teaching about sexual and gender diversity in schools in the Free State. Using in-depth interviews, we found that teachers experienced discomfort with the topic, had inherited bitter knowledge about non-normative sexual and gender identities, and experienced strong negative affect when discussing the topic. In many ways, participants unconsciously and unreflexively perpetuated heterosexism and homophobia in their classroom teaching and school settings. We conclude that the growing emphasis in educational policy in South Africa on the rights of lesbian, gay, bisexual, transgender and intersex (LGBTI) learners requires a greater awareness among educators of the role of emotions in enabling or hindering this form of social justice work in education