'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.

SORRY - you are not registered as being permitted online access to the full text of this article

You have the following options:

  1. If you are viewing this via an institution or academic library you can ask that your institution takes out a Subscription to this journal.
  2. If you already have a Personal Subscription please login below


    Forgotten your username / password? Click here to locate

  3. Purchase an annual Personal Subscription
    PRINT + DIGITAL personal subscription (£45 / year)
    DIGITAL personal subscription (£35 / year)
    A Personal Subscription provides immediate access not only to the single article you are seeking, but also to all past and future articles in this journal up to the expiry of your annual (calendar year) subscription.
  4. Purchase immediate access to this single article (UK£7.00) - Buy article Coming Soon

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

Share this