Deweyan Reflections on Knowledge-Producing Schools
by S.B. Schneider & Jim Garrison - 2008
Background/Context: Our article examines some of the philosophical underpinnings of knowledge-producing schools (KPS). KPS is an Australian initiative advanced by such researchers as Chris Bigum, Colin Lankshear, and Michael Knobel.
Purpose/Objective/Research Question/Focus of Study: We examine the epistemology and the theory of new literacy that KPS scholars put forth, which we strongly endorse, and address a lack of attention to embodiment and the emotions that KPS epistemology would seem to require. Our article is devoted to addressing this omission, which we frequently find in other approaches to literacy studies as well.
Research Design: We call on the philosophy of Deweyan pragmatism to provide a friendly critique and reconstruction of KPS epistemology. In doing so, we will rely on the perspective of Deweyan pragmatism supplemented by some of the insights of pragmatist feminism. .
Conclusions/Recommendations: In our reconstruction of KPS, we offer a Deweyan performance epistemology that resembles the epistemology championed by KPS in some important ways, but by emphasizing the role of embodiment and emotion (“bodying”) in making meaning and making knowing, it allows us to better comprehend what it entails to be a member of a community of practice.
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