Student Engagement and the Social Relations of Pedagogy

McFadden, Mark; Munns, Geoff

doi:10.1080/0142569022000015409

Cited by 72 publications

(24 citation statements)

References 9 publications

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“…In this case, reference is made to South African schools that, as it were, disallow the acquisition of cultural capital to the detriment of successful participation in the academia (Maseko, 2015). McFadden and Munns (2002) tacitly concurred with the view about the role of schools when they made reference to teachers who seek to open "pathways so that students from educationally disadvantaged backgrounds have greater chances of educational opportunities to succeed" (p. 359). The above bears relevance for a decolonial social justice approach that takes into account school conditions, and the cultural capital associated with them, as part of the either constraining colonial or enabling decolonial factors.…”

Section: Introductionmentioning

confidence: 99%

Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

Maseko¹

2018

Educ. res. soc. change.

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This paper is a conceptual exploration of a decolonial perspective towards the notion of access with success. Attention is drawn to the significance of students' schooling backgrounds in the perpetuation of inequity that accrues from coloniality. Decoloniality is factored into teacher identity formation and professional development in the interests of the attainment of ontological density with specific reference to the black preservice teacher cohort. The view presented here is that colonial cultural capital in social justice has ramifications for access with success. A counterstrategy in the interests of the decolonial turn is the development of a professional identity where a culture of critical consciousness yields attributes that are indicative of, and consistent with, emergent transformative praxis. The overarching theoretical explorative tool of this discussion is couched within the transformative paradigm. This tool is used to draw attention to a critical decolonial social justice agenda that conceives of the university as a site for the inculcation of organised and multidimensional critical change agency. The attendant view is that preservice teachers' role as change agents is actualised through transformative praxis that is informed by critical consciousness. In this discussion, the decolonial strategy of breaking the cycle that is informed by mentalities of coloniality is poised to play a pivotal role in the attainment of the cohort's epistemic reflectivity and ontological density in the interests of social transformation.

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Section: Introductionmentioning

confidence: 99%

Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

Maseko¹

2018

Educ. res. soc. change.

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“…Within the literature, however, the variables identified as having an impact on engagement are wide, including: indirect and direct environmental factors; personal factors such as temperament and intelligence; slow-changing personality characteristics such as self-esteem; the institutional environment; and the quality of teaching and pedagogy (see, for example, Fullarton, 2002;Harmer and Cates, 2004;Leithwood and Jantzi, 1999;McFadden and Munns, 2002;Zyngier, 2008). The study that we discuss below explores the relationship between students' learning dispositions, their identity and their engagement in learning.…”

Section: Introductionmentioning

confidence: 98%

Learner Dispositions, Self-Theories and Student Engagement

Crick

Goldspink

2014

British Journal of Educational Studies

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This paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these -learning power and self-theories -approach dispositions as malleable but relatively slow to change attributes, while the third considers dispositions as potentially more contextually responsive. The two studies had the measure of learning power in common, enabling a statistical as well as a theoretical comparison between the two studies' models of learning dispositions and their contribution to the notion of engagement. The implications of these related studies are that, in order to foster deep engagement in learning, pedagogical attention needs to be paid to the formation of learning identity and the development of learning dispositions in the process of knowledge construction. While the different approaches to conceptualising dispositions were broadly compatible, each provided a different insight into this complex concept and suggests different but related pedagogical strategies for building engagement. The paper concludes with an exploration of the implications for dispositional research of autopoetic theory as an integrating conceptual framework.

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“…Most importantly, the concept and purpose of engagement as socially negotiated and used by groups and individuals in relation to personal preferences and educational objectives in the school setting has not been taken into consideration (McFadden and Munns 2002;McMahon and Portelli 2004). Zyngier (2008) further criticises existing research for not taking into account that while some students may benefit from specific engagement definitions and purposes, other students may be excluded from the pedagogical practices aimed at such engagement purposes.…”

Section: Introductionmentioning

confidence: 98%

Teachers and students' divergent perceptions of student engagement: recognition of school or workplace goals

Jonasson

2012

British Journal of Sociology of Education

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In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement not only should be related to the individual but also should be anchored in the social context. This ethnographic field study of students and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well as goals related to the perceived future work settings. The misrecognition of the students' perception of engagement had direct negative consequences for student performance and school attachment. The implications of the findings are discussed in detail.

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Student Engagement and the Social Relations of Pedagogy

Cited by 72 publications

References 9 publications

Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

Learner Dispositions, Self-Theories and Student Engagement

Teachers and students' divergent perceptions of student engagement: recognition of school or workplace goals

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