Peer groups, power and pedagogy : the limits of an educational paradigm of separation Hickey, Christopher and Keddie, Amanda 2004, Peer groups, power and pedagogy : the limits of an educational paradigm of separation, Australian educational researcher, vol. 31, no. 1, pp. 57-77. Attached Files Name Description MIMEType Size Downloads hickey-peergroups-2004.pdf Published version application/pdf 87.04KB 163 Title Peer groups, power and pedagogy : the limits of an educational paradigm of separation Author(s) Hickey, Christopher Keddie, Amanda Journal name Australian educational researcher Volume number 31 Issue number 1 Start page 57 End page 77 Publisher AARE Place of publication Coldstream, Vic. Publication date 2004-04 ISSN 0311-6999 2210-5328 Summary In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young people, the focus of this paper is on the roles teachers play in this relationship. Provoking interest is a concern that some of the assumptions that underpin 'mainstream' pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7–8 year old males in a primary school setting, the authors reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student behaviour. In theoretical terms, they argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a 'pedagogy of separation'. The process of building more productive pedagogic relationships, it is concluded, needs to begin with teachers better recognising and engaging with the collective investments of young people. Notes Included with the kind permission of The Australian Association of Researchers in Education Language eng Field of Research 130399 Specialist Studies in Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2004, AARE Persistent URL http://hdl.handle.net/10536/DRO/DU:30002337 Document type: Journal Article Collections: School of Scientific and Developmental Studies in Education Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 13 Jan 2009, 09:37:27 EST Thu, 16 Jul 2009, 14:20:36 EST Wed, 07 Oct 2009, 15:41:31 EST Wed, 20 Feb 2013, 14:45:04 EST Fri, 13 Jun 2014, 22:08:01 EST Wed, 21 Oct 2015, 16:19:03 EST Tue, 06 Sep 2016, 08:52:08 EST Filtered Full Citation counts:   Cited 3 times in TR Web of Science Cited 5 times in Scopus Search Google Scholar Access Statistics: 530 Abstract Views, 163 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 08:21:55 EST

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