Rich Task Implementation: modernism meets postmodernism.
'School renewal', 'productive pedagogies', 'rich tasks', 'New Basics', 'key learning areas'--these are some of the discourses of change in selected Queensland schools. This paper will report on teaching as an insider/outsider in a school's Health and Physical Education department during a time of in...
| Published in: | Discourse: Studies in the Cultural Politics of Education Vol. 24; no. 2; pp. 247 - 263 |
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| Format: | Article |
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Taylor & Francis Ltd
Aug2003
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=10465942&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 10465942 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Aug2003 vid: 24 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 10465942 10.1080/01596300303041 ppf: 247 ppct: 16 formats: fmt: @attributes: type: P size: 967KB tig: atl: Rich Task Implementation: modernism meets postmodernism. aug: au: MacDonald, Doune affil: University of Queensland su: Modernism (Christian theology) Postmodernism (Philosophy) Education sug: subj: Modernism (Christian theology) Postmodernism (Philosophy) Education ab: 'School renewal', 'productive pedagogies', 'rich tasks', 'New Basics', 'key learning areas'--these are some of the discourses of change in selected Queensland schools. This paper will report on teaching as an insider/outsider in a school's Health and Physical Education department during a time of intense pressure for structural, curriculum and pedagogical shifts. As a teacher/researcher, I spent ten weeks in a government secondary school attempting to implement rich tasks as well as collect data using formal and informal interviews, field note, and document analyses, with a focus upon teachers', students' and administrators' sense of change processes and outcomes. It is suggested that the processes of, and barriers to, curriculum change in this context are best explained in terms of tensions between modernist and postmodernist phenomena. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2003 holdings: @attributes: islocal: N |
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