Reflexive Pedagogy: Disciplinary Idioms as Resources for Teaching
Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on “how teacher thinking shapes education” (Yero 2002). To mobilize the pedagogical potential of these disciplinary idioms, the authors draw from the path-breaking works of Palmer (1998) and Rowland (2006), the anthropological literature on teaching as ethnography, and their own experiences as teachers of cultural anthropology and economics to conceptualize a process they term reflexive pedagogy. Reflexive pedagogy – the deliberate cultivation of discipline-specific learning theories – encourages instructors to integrate the intellectual frameworks and identities of their teaching and scholarly lives and thus provides an effective vehicle for faculty dialogue and teacher development.
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| Length: | 21 pages |
| Date of creation: | Feb 2011 |
| Date of revision: | |
| Handle: | RePEc:tcu:wpaper:201106 |
| Contact details of provider: | Web page: http://www.econ.tcu.edu/ More information through EDIRC
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- Bettina Becker & Stephen G. Hall, 2009.
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Discussion Papers in Economics
09/1, Department of Economics, University of Leicester.
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- Imed Drine & Christophe Rault, 2006. "Testing for inflation convergence between the Euro Zone and its CEE partners," Applied Economics Letters, Taylor & Francis Journals, vol. 13(4), pages 235-240.
- Brada, Josef C. & Kutan, Ali M. & Zhou, Su, 2005. "Real and monetary convergence between the European Union's core and recent member countries: A rolling cointegration approach," Journal of Banking & Finance, Elsevier, vol. 29(1), pages 249-270, January.
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