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Education and social justice in a digital age$
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Rosamund Sutherland

Print publication date: 2013

Print ISBN-13: 9781447305255

Published to Policy Press Scholarship Online: May 2014

DOI: 10.1332/policypress/9781447305255.001.0001

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Ways of knowing: everyday and academic knowledge

Ways of knowing: everyday and academic knowledge

Chapter:
(p.55) Chapter Four Ways of knowing: everyday and academic knowledge
Source:
Education and social justice in a digital age
Author(s):

Rosamund Sutherland

Publisher:
Policy Press
DOI:10.1332/policypress/9781447305255.003.0004

The chapter argues that young people draw on their out-of-school uses of Information and Communications Technology (ICT) in the classroom, and this can sometimes support in-school learning and is sometimes at odds with what the teacher intends to teach. Vygotsky’s theoretical ideas related to everyday and academic concepts are introduced and links are made to the work of Michael Young, discussed in Chapter Three. Drawing on the work of Young and Vygotsky the chapter argues that academic knowledge is bounded and different from spontaneous or everyday knowledge. However the chapter emphasises that it is not possible to teach academic concepts unless related everyday concepts exist, and the challenging job for the teacher is knowing how to transform everyday knowledge into academic knowledge.

Keywords:   everyday knowledge, academic knowledge, ICT, Concepts, teacher

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