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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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Education in the 21st century

Education in the 21st century

Chapter:
(p.109) Chapter Seven Education in the 21st century
Source:
Education and social justice in a digital age
Author(s):

Rosamund Sutherland

Publisher:
Policy Press
DOI:10.1332/policypress/9781447305255.003.0007

This chapter starts by considering the ways in which humans construct theories as part of their everyday lives. With this as a starting point, the chapter then discusses a range of folk theories about pedagogy, introducing what Olson calls a future pedagogy that enables teachers to support students to move beyond their personal and everyday knowledge to construct knowledge that society ‘takes as known’, to construct ‘powerful knowledge’. The author then suggests that knowledge objects themselves can either be digital or non-digital, and that people can actively expand their capabilities through awareness of the possibilities and constraints of particular knowledge objects. She continues by discussing the ways in which educational systems tend to attribute either psychological or sociological factors to a student’s performance, ignoring the role of students themselves as being responsible for their own education. This leads to a discussion of the role of teachers and teaching, and finally to a call for the establishment of a UK body to unite teachers as a profession, a body that is able to champion the importance of the quality of teaching.

Keywords:   theory, folk theory, pedagogy, powerful knowledge, digital, capabilities, knowledge objects, agency, teachers

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