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How do children understand themselves as learners? Towards a learner-centred understanding of pedagogy

Bibby, T; (2009) How do children understand themselves as learners? Towards a learner-centred understanding of pedagogy. Pedagogy, Culture and Society , 17 (1) pp. 41-55. 10.1080/14681360902742852. Green open access

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Abstract

This paper challenges notions that pedagogy is predominantly rational, conscious and deliberate. Drawing on two research projects about experiences of learning in primary and secondary schools, the paper explores pedagogic relationships and the ways these structure and enable different kinds of learning and knowledge creation. The data are read with (Felman, 1987) the psychoanalytic writings of Wilfred Bion to investigate the ways in which knowing and learning are bound up in the unconscious emotional flows of classroom relationships. A learner -centred understanding of pedagogy is tentatively and critically developed. The desirability and some simultaneous difficulties of working with such notions of pedagogy are discussed.

Type: Article
Title: How do children understand themselves as learners? Towards a learner-centred understanding of pedagogy
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/14681360902742852
Additional information: This is an electronic version of an article published in Bibby, Tamara (2009) How do children understand themselves as learners? Towards a learner-centred understanding of pedagogy. Pedagogy, Culture and Society, 17 (1). pp. 41-55. Pedagogy, Culture and Society is available online at: http://www.informaworld.com/10.1080/14681360902742852
Keywords: Pupil voice; psychosocial understandings; Bion; K links; identity
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/1484974
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