Openly accessible

Knowing schooling, identity and pedagogy visually

Agbenyega, Joseph, Deppeler, Joanne and Moss, Julianne 2008, Knowing schooling, identity and pedagogy visually, in AARE 2008 : Changing climates : education for sustainable futures. Proceedings of the 2008 Australian Association for Research in Education conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-12.

Attached Files
Name Description MIMEType Size Downloads
moss-knowingschooling-2008.pdf Published version application/pdf 117.92KB 42

Title Knowing schooling, identity and pedagogy visually
Author(s) Agbenyega, Joseph
Deppeler, Joanne
Moss, Julianne
Conference name Australian Association for Research in Education. Conference (2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 30 Nov. - 4 Dec. 2008
Title of proceedings AARE 2008 : Changing climates : education for sustainable futures. Proceedings of the 2008 Australian Association for Research in Education conference
Editor(s) [Unknown]
Publication date 2008
Conference series Australian Association for Research in Education Conference
Start page 1
End page 12
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary This research produced in one region in Ghana examines the production of educational practices, relations of power and student experiences within teaching and non-teaching spaces in junior secondary settings. The strength of the visual approach in interrogating school cultural norms and the problematising of the tangled complexities of knowing about schooling, identity and pedagogy are outlined. An important aspect of the study is the foregrounding of educational practice as a social act occurring in response to historical circumstances and changing social contexts (Brown & Jones, 2001). We see this work as an important step towards democratization of the research relationship and empowerment of students to contribute to the way they are educated. But also we are wary of how representation through visual methods also can 'frame' participants and the researchers. We recognise that one way to uncover how school practices are exemplified in Ghana is to put students in the middle of researching their experiences. In this way, our research moved from constructing students as simply consumers of adult designed and managed products to practices based on democratic participation (Thomson & Gunter, 2007). Throughout the research journey we were guided by the fact that knowledge is not neutral or to be discovered. Culture and communicative processes are essential determinants of reality. In this study the students as researchers, produced photographs that trigger dialectical conversations of students’ perspectives that foreground their experiences at school. This enabled us to digress from dominant positivistic empiricism to a more legitimate ethical practice, and understanding of the intricacies of educational practice, the norms and structures that underpin everyday actions in schools.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9339
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2008, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034033

Document type: Conference Paper
Collections: School of Education
Open Access Collection
Connect to link resolver
 
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
Access Statistics: 102 Abstract Views, 42 File Downloads  -  Detailed Statistics
Created: Fri, 15 Apr 2011, 16:15:35 EST

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.