The Philosophy for Children Pedagogy in a University-Based Initial Teacher Education Course: a case study of a 'disruptive' pedagogy

FORUM - ISSN 0963-8253
Volume 62 Number 1 (2020)

The Philosophy for Children Pedagogy in a University-Based Initial Teacher Education Course: a case study of a 'disruptive' pedagogy
FUFY DEMISSIE, pages 69-78
DOI: 10.15730/forum.2020.62.1.69

Abstract

The fundamental aims and outcomes of higher education are increasingly at odds with the accountability and performative agenda in higher education. Pedagogical decisions are often taken with one eye on what students 'want' rather than what they 'need'. In this article, the author shows how she framed her pedagogical approach in terms of what students 'need' rather than just what they 'want'. The author outlines how she adapted Philosophy for Children, an inquiry-based dialogic pedagogy, to the higher education context, and why, despite the challenges of 'data-driven' practices, she continues to see it as a necessary pedagogy for higher education.

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 (£25 / year)
    DIGITAL personal subscription (£20 / 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
FUFY DEMISSIE (2020) The Philosophy for Children Pedagogy in a University-Based Initial Teacher Education Course: a case study of a 'disruptive' pedagogy, FORUM, 62(1), 69-78. https://doi.org/10.15730/forum.2020.62.1.69

Share this