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

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.