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The empty child: the reproduction of culture through schooling

Thomas, Matthew Krehl Edward 2011, The empty child: the reproduction of culture through schooling, in AARE 2011: Researching Across Boundaries. Proceedings of the Australian Association for Research in Education Annual Conference, Australian Association for Research in Education, [Hobart, Tas.], pp. 1-19.

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Title The empty child: the reproduction of culture through schooling
Author(s) Thomas, Matthew Krehl Edward
Conference name Australian Association for Research in Education. Annual Conference (2011 : Hobart, Tas.)
Conference location Hobart, Tas.
Conference dates 2011/11/27 - 2011/12/01
Title of proceedings AARE 2011: Researching Across Boundaries. Proceedings of the Australian Association for Research in Education Annual Conference
Editor(s) Wright, Jan, J. W.
Publication date 2011
Start page 1
End page 19
Total pages 19
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) Pedagogy
Reproduction
Culture
Ideology
Iconology
School
Summary This research provides a needed glimpse at the ‘underside’ (Giroux, 1981) of Australian pedagogy.By charting the lives of six teachers and six students from a range of Victorian schools, the research examines our assumptions about how identities are produced and reproduced through schooling. It provides a detailed analysis through a combination of photo elicitation and narrative inquiry methods. The study examines the resistance to sameness and why some students and teachers submit and accept the sameness, while others push back.Building initially from the work of Michael Apple and his positioning of ideology, curriculum and power relations, this study explores what are the values and assumptions that shape pedagogical practice and in what ways do these practices inculcate Victorian students into ideologically ridden‘common sense’ practices that are not articulated but understood through the consumption of cultural capital?This research seeks access to the powerful undercurrents that shape the identities of our teachers and our students as ‘foot soldiers in the long front of modernity’ (Willis, 2003, p. 390). The research is concerned with schooling and the process that happens to an individual within a school. It examines power and education and asks how do both students and teachers internalize and express the pedagogies of contemporary schooling and in what ways do the everyday aspects of teaching and learning reinforce the notion of schools as mechanisms of cultural capital distribution?
ISSN 1324-9320
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2011, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081340

Document type: Conference Paper
Collections: School of Education
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