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Thinking Power and Pedagogy Apart: Coping with Discipline in Progressivist School Reform by Adam Lefstein - 2002This article suggests that failure of progressivist school reforms is due in part to inadequate treatment of the relationship between pedagogy and classroom control. Traditional teaching techniques and disciplinary technologies coincided. Progressivist teaching methods undermined traditional disciplinary structures, without proposing an alternative classroom supervision theory. This study examines the way schools in a current, Israeli progressivist school reform initiative cope with classroom control, both conceptually and practically. Teachers’ thinking and discourse is partitioned, such that teaching and control issues are kept distinct. Numerous school structures and other practices reinforce this partition. A number of questions are posed for the creation of a progressivist theory of classroom control.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Adam Lefstein
Oxford University Department of Educational Studies
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ADAM LEFSTEIN is Academic Fellow in Pedagogy and Classroom Interaction at the Oxford University Department of Educational Studies. His research interests include classroom interaction and the problem of change, teacher enactment of curricular materials, dialogue in schools, hermeneutics and reading comprehension, grammar teaching, and media coverage of literacy education. Recent publications include “Thinking About the Technical and the Personal in Teaching” in Cambridge Journal of Education (2005) and “Dialogue in Schools: Toward a Pragmatic Approach” (Working Papers in Urban Language & Literacies, King’s College London, 2006).
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