From progressivism to instrumentalism: Innovative learning environments according to New Zealand’s Ministry of Education

ResearchSpace Repository

Show simple item record

dc.contributor.author Couch, Daniel en
dc.contributor.editor Benade, L en
dc.contributor.editor Jackson, M en
dc.date.accessioned 2018-10-14T20:06:38Z en
dc.date.issued 2018 en
dc.identifier.isbn 9789811056789 en
dc.identifier.uri http://hdl.handle.net/2292/41283 en
dc.description.abstract The imaginary of the modern learning environment projected by the New Zealand Ministry of Education marks a subtle yet significant departure from a previously progressivist hegemony in pedagogy formation towards an instrumentalist pedagogy. The chapter interrogates this imaginary and its projected pedagogical implications for teachers. Analysed is a recently relaunched website specifically dedicated to MLEs, ile.education.govt.nz. Lefebvre’s concept of mental space is key to this analysis. Document analysis is used to argue that a critical reading exposes an underlying advocacy for placing the emphasis of pedagogic formation onto the physical environment and new technologies available to the practitioner. This amounts to de-centring the child in pedagogy formation. An instrumentalist education agenda, seated within a neoliberal philosophical approach, underpins the process of this shift to MLEs. Instrumentalism in education is sharply distinct from progressivism, which understands education as an end-in-itself. This shift occurs as a result of the apparent similarity in the meanings of certain key terms which actually operate from markedly distinct philosophical bases. By retaining much of the progressive discourse, instrumentalist pedagogic approaches are gradually altering the meaning beneath these signifiers. The de-centring of the child develops symbiotically with the adoption of an instrumentalist pedagogic identity. This chapter promotes critical debate around the fundamental drivers of pedagogic formation in an innovative and modern learning environment, and what implications this presents for a national education system. en
dc.publisher Springer en
dc.relation.ispartof Transforming education: Design & governance in global contexts 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 From progressivism to instrumentalism: Innovative learning environments according to New Zealand’s Ministry of Education en
dc.type Book Item en
dc.identifier.doi 10.1007/978-981-10-5678-9_8 en
pubs.begin-page 121 en
dc.rights.holder Copyright: The author en
pubs.end-page 133 en
pubs.place-of-publication Singapore en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 718621 en
pubs.org-id Education and Social Work en
pubs.org-id Critical Studies in Education en
pubs.record-created-at-source-date 2017-12-04 en


Files in this item

There are no files associated with this item.

Find Full text

This item appears in the following Collection(s)

Show simple item record

Share

Search ResearchSpace


Advanced Search

Browse

Statistics