Pedagogy-as-praxis: a sociocultural framework for researching pedagogy as performance and discourse

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Research & Method in Education Pub Date : 2023-01-23 DOI:10.1080/1743727X.2023.2167977

Philip Mark Nicholson

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Abstract

ABSTRACT This article presents a sociocultural conceptual framework for researching pedagogy as the performance of teaching together with its attendant discourse. The framework, referred to as pedagogy-as-praxis, consists of two core elements that draw on, combine and adapt several different yet complimentary theoretical perspectives. First, Alexander's action-based framework (the what) and components of Bernstein's theory on educational transmission (the how) are combined to intricately and sensitively describe the performance of teaching. Second, by positioning the performance of teaching as the tool element within an adapted and extended activity system, the remaining activity theory elements – subject, object, rules, community and division of labour – are applied to understand the discourse that produces, structures and influences its modality (the why). When combined within the pedagogy-as-praxis framework, these theoretical perspectives enable an analysis of how socio-cultural-political factors shape and mediate educational practices. The article starts by considering the definition of pedagogy upon which the framework is based before outlining the theoretical perspectives it is underpinned by. The framework and its constituting elements are then applied and demonstrated.

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作为实践的教育学：研究作为表现和话语的教育学的社会文化框架

摘要本文提出了一个社会文化概念框架，用于研究作为教学表现的教育学及其伴随的话语。该框架被称为教育学即实践，由两个核心元素组成，它们借鉴、结合和改编了几个不同但互补的理论视角。首先，亚历山大基于行动的框架（什么）和伯恩斯坦教育传播理论的组成部分（如何）相结合，复杂而敏感地描述了教学表现。其次，通过将教学表现定位为适应和扩展的活动系统中的工具元素，剩余的活动理论元素——主体、对象、规则、社区和分工——被应用于理解产生、构建和影响其形态的话语（原因）。当这些理论视角与教育学作为实践框架相结合时，可以分析社会文化政治因素如何塑造和调节教育实践。本文首先考虑了该框架所基于的教育学的定义，然后概述了其所依据的理论观点。然后应用并展示了该框架及其构成要素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Research & Method in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.70

自引率

5.00%

发文量

期刊介绍： The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.