Between policy and a hard pedagogical place: the emotional geographies of teaching for citizenship in low socioeconomic schools

Black, Rosalyn 2015, Between policy and a hard pedagogical place: the emotional geographies of teaching for citizenship in low socioeconomic schools, Pedagogy, culture & society, vol. 23, no. 3, pp. 369-388, doi: 10.1080/14681366.2014.994664.

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Title Between policy and a hard pedagogical place: the emotional geographies of teaching for citizenship in low socioeconomic schools
Author(s) Black, RosalynORCID iD for Black, Rosalyn orcid.org/0000-0001-5427-0565
Journal name Pedagogy, culture & society
Volume number 23
Issue number 3
Start page 369
End page 388
Total pages 20
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015
ISSN 1468-1366
1747-5104
Keyword(s) active citizenship
education
school
social justice
pedagogy
curriculum
Summary Reflecting an international trend, Australian education policy increasingly charges schools with fostering active citizens who have the will and capacity to improve the democratic fabric and drive needed social change. This policy prescription also resonates with some teachers’ critical commitments to pedagogical practices that encourage young people to see themselves as transformative citizens capable of engineering a more just and equitable society. In particular, in low socio-economic school contexts, however, the pursuit of such practices may be subject to the complex physical and emotional geographies that attend the project of schooling in such contexts. In this article, I consider the empirical data derived from my recent discourse analysis of two schools in which teachers have introduced what I have termed the pedagogies of active citizenship. Both of these schools are located in low socio-economic Australian communities, that is, communities where structural, socio-geographic and socio-economic forms of marginalisation are an issue. I consider what motivates, enables and authorises such teachers, as well as what risks may attend the championing of such pedagogies in contexts that are subject to conflicting or competing education discourses and priorities. Theoretically, I draw on ideas of risk as well as on a growing body of scholarship that is concerned with the emotional geographies of citizenship and schooling.
Language eng
DOI 10.1080/14681366.2014.994664
Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2015, Pedagogy, Culture & Society
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074779

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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