The fault lines of recontextualisation: The limits of constructivism in education

Show simple item record

dc.contributor.author McPhail, Graham en
dc.date.accessioned 2018-10-08T20:26:13Z en
dc.date.accessioned 2018-10-14T04:04:54Z en
dc.date.issued 2016-04 en
dc.identifier.issn 0141-1926 en
dc.identifier.uri http://hdl.handle.net/2292/41230 en
dc.description.abstract In this paper I explain and utilise Bernstein's theory of recontextualisation as a means to consider the influence of constructivism as one of the key ‘rulers of consciousness’ or recontextualising principles that has become hegemonic within education. In considering this influence I draw on the literature to clarify some of the confusion surrounding constructivism that has been utilised as a central theory for the curriculum and pedagogy. I suggest that in New Zealand there is a largely doxic acceptance of a romanticised and often confused view of constructivism developed in response to the lurking spectre of education as transmission. By drawing on three examples of tensions between official discourses and teacher autonomy I explore the lack of clarity surrounding constructivism and the implications for the ‘play’ of ideology and agency. I conclude by suggesting that constructivism has much to offer in developing approaches to pedagogy but serious limitations when applied to matters of epistemology and ontology. It is particularly important to clarify the limitations of constructivism before it morphs into a new twenty-first century future focused version of itself. en
dc.relation.ispartofseries British Education Research Journal en
dc.relation.replaces http://hdl.handle.net/2292/39508 en
dc.relation.replaces 2292/39508 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.relation.replaces 2292/39509 en
dc.relation.replaces http://hdl.handle.net/2292/39509 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The fault lines of recontextualisation: The limits of constructivism in education en
dc.type Journal Article en
dc.identifier.doi 10.1002/berj.3199 en
pubs.issue 2 en
pubs.begin-page 294 en
pubs.volume 42 en
dc.rights.holder Copyright: The author en
pubs.author-url http://onlinelibrary.wiley.com/doi/10.1002/berj.3199/pdf en
pubs.end-page 313 en
pubs.merge-from 2292/39509 en
pubs.merge-from http://hdl.handle.net/2292/39509 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 492101 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1469-3518 en
pubs.record-created-at-source-date 2015-07-23 en
pubs.online-publication-date 2015-10-27 en


Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Browse

Statistics