Post: 9/11: hidden pedagogy: the positional forces of pedagogy in Victoria, Australia

Thomas, Matthew 2015, Post: 9/11: hidden pedagogy: the positional forces of pedagogy in Victoria, Australia. Edited by Moss, J. M. and Quay, J. Q., University of Melbourne, Parkville, Vic..


Title Post: 9/11: hidden pedagogy: the positional forces of pedagogy in Victoria, Australia
Author(s) Thomas, MatthewORCID iD for Thomas, Matthew orcid.org/0000-0001-8854-4907
Editor(s) Moss, J. M.
Quay, J. Q.
Publication date 2015
Total pages 1
Publisher University of Melbourne
Place of Publication Parkville, Vic.
Keyword(s) pedagogy
iconology
consumption
critical pedagogy
teaching & learning
identity
public pedagogy
intertextuality
visual method
visual
bricolage
hidden pedagogy
post 9/11
power
neoliberalism
neoliberal
qualitative
cultural studies
Bourdieu
apple
Kincheloe
literary journalism
artefacts
objects
video
vignette
metanarrative
politics
consuming
context
commodification
purchase
logo
common sense
values
education
school
popular culture
symbolic consumption
hegemony
Summary This qualitative study charts the lived narratives of twelve participants, six teachers and six students from urban and rural Victoria, Australia. The study examines in detail the question ‘How do teachers teach, post 9/11?’. 9/11 has become accepted shorthand for September 11th 2001, in which terrorist attacks took place in the United States of America. The attacks heralded a ‘post- 9/11 world, [in which] threats are defined more by the fault lines within societies than by the territorial boundaries between them’ (National Commission on Terrorist Attacks, 2011, p. 361). The study is embedded in the values that have come to the fore in the wake of the 9/11 attacks and the ideological shifts that have occurred globally. These values and ideologies are reflected via issues of culture and consumption. In education this is particularly visible through pedagogy. The research employs a multimethodological (Esteban-Guitart, 2012) form of inquiry through the use of bricolage (Kincheloe & Berry, 2004) which is comprised at the intersectional points of critical pedagogy (Kincheloe, 2008b), public pedagogy (Sandlin, Schultz, & Burdick, 2010b) and cultural studies (Hall, Hobson, Lowe, & Willis, 1992). This study adopts a critical ontological perspective, and is grounded in qualitative research approaches (Lather & St. Pierre, 2013). The methods of photo elicitation, artefact analysis, video observation and semi-structured interviews are used to critically examine the ways in which teacher and student identities are shaped by the pedagogies of contemporary schooling, and how they form common sense understandings of the world and themselves, charting possibilities between accepted common sense beliefs and 21st century neoliberal capitalism. The research is presented through a prototypical form of literary journalism and intertextuality which examines the interrelationship between teaching and social worlds exposing the hidden influence of enculturation and addressing the question ‘How do teachers teach, post 9/11?’
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category AN.1 Other book, or book not attributed to Deakin University
ERA Research output type X Not reportable
Copyright notice ©2015, Dr. Matthew Krehl Edward Thomas
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081346

Document type: Book
Collections: Faculty of Arts and Education
School of Education
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