Inclusive pedagogies - restoring agency and voice to the learner

Terry Wrigley
 

Abstract
 
This paper examines the relationship between social class and low academic achievement, in the light of recent developments in pedagogical theory. It provides a critique of historically influential theories (innate intelligence and language deficit), and of the influence of school effectiveness research. Drawing on Wenger, Rogoff and others, it argues for a more skilful grounding of theoretical learning in experience, so that good opportunities are given to exercise voice and agency. The paper includes positive examples from lesson observations in urban schools.

Keywords
  social class - inclusive pedagogies - school effectiveness

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Reference
  Wrigley, T. (2005). Inclusive pedagogies - restoring agency and voice to the learner. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1).
Retrieved month day, year, from http://www.ice.deusto.es/rinace/reice/vol3n1_e/Wrigley.pdf.

 

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