'Pedagogy for Transformability': a challenge to 'psychological prisons' of fixed learner identities and claims of 'pedagogic naivety'? Teachers' Perspectives
FORUM - ISSN 0963-8253
Volume 62 Number 1 (2020)
'Pedagogy for Transformability': a challenge to 'psychological prisons' of fixed learner identities and claims of 'pedagogic naivety'? Teachers' Perspectives
PHIL WRIGHT pages 19‑30
DOI: 10.15730/forum.2020.62.1.19
Abstract
This article shares the perspectives of 18 primary teachers reflecting on their exploration of a 'pedagogy for transformability'. It highlights the social, emotional and academic impacts of this approach on children, and the pedagogic choices and thinking of the teachers involved in the project. The findings demonstrate the unequivocal potential for a 'pedagogy for transformability' to address many of the current challenges in the education system.
To cite this article
PHIL WRIGHT (2020) 'Pedagogy for Transformability': a challenge to 'psychological prisons' of fixed learner identities and claims of 'pedagogic naivety'? Teachers' Perspectives, FORUM, 62(1), 19-30 . https://doi.org/10.15730/forum.2020.62.1.19