This thesis is an analysis of some research undertaken with
students in a unit on human sexuality. It is a critical account
of an experiment with 'radical' pedagogy which deliberately
forsakes the pessimistic determinism of social reproduction
theory in education and assumes the fundamental optimism of
resistance theory, wherein human actors are capable of
penetrating oppressive ideology and practice and working towards
emancipation and social change.
The experiment is an attempt to implement radical pedagogy
in a particular classroom, and the body of the thesis consists of
a critique of data collected from participants' notes and
transcriptions of video and audio-tapes of thirteen, two�hour
class sessions. The first chapter of the thesis outlines the
nature of a pedagogical style which could be described as
counter�hegemonic, non-reproductive, or liberatory, and it
specifies the elements of a 'radical' approach to classroom
process and content, which is distinguished from a 'traditional'
one. Subsequent chapters present a critical analysis of actual
classroom 'content' and 'process', which is based on a study of
reconstructed sessional data, and the final chapter discusses the
factors which limited the 'success' of the experiment, and
attempts to draw some conclusions about the liberatory
possibilities of radical pedagogy.
| Identifer | oai:union.ndltd.org:ADTP/219197 |
| Date | January 1989 |
| Creators | McInnis, Shelley, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Shelley McInnis |
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