Peer groups, power and pedagogy: the limits of an educational paradigm of separation

Article


Keddie, Amanda and Hickey, Christopher. 2004. "Peer groups, power and pedagogy: the limits of an educational paradigm of separation." The Australian Educational Researcher. 31 (1), pp. 57-78.
Article Title

Peer groups, power and pedagogy: the limits of an educational paradigm of separation

ERA Journal ID20008
Article CategoryArticle
AuthorsKeddie, Amanda (Author) and Hickey, Christopher (Author)
Journal TitleThe Australian Educational Researcher
Journal Citation31 (1), pp. 57-78
Number of Pages22
Year2004
PublisherSpringer
Place of PublicationAustralia
ISSN0311-6999
2210-5328
Web Address (URL)http://www.aare.edu.au/aer/online/40010e.pdf
Abstract

In contrast to the plethora of literature that suggests that the increasing gulf between teachers and young people is due to the shifting interests and expectations of young
people, the focus of this paper is on the roles teachers play in this relationship. Provoking our interest is a concern that some of the assumptions that underpin
‘mainstream’ pedagogic theory and practice might actually contribute, albeit unwittingly, to hardening rather than softening the communication divide. Drawing on an incident that took place between a group of 7–8 year old males in a primary school setting, we reveal the limits of a teaching paradigm that encourages teachers to adopt authoritative positions from which to separate and individualise student
behaviour. In theoretical terms, we argue that the application of this paradigm asserts an exaggerated notion of agency to individuals in the construction of identity. In
practical terms it promotes processes that individualise behaviour as a way of dealing with miscreance. Together these manifest themselves as a ‘pedagogy of separation’. The
process of building more productive pedagogic relationships, we conclude, needs to begin with teachers better recognising and engaging with the collective investments of young people.

Keywordsbehaviour problems; bullying; discipline; males; peer groups; power structure; student behaviour; student teacher relationship; teacher response; teacher role; teaching process; violence; primary education
ANZSRC Field of Research 2020520102. Educational psychology
399999. Other education not elsewhere classified
Byline AffiliationsFaculty of Education
Deakin University
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