This thesis considers the relevance of Recognition Theory to school education and contributes to the development of a body of empirical research in this field. Recognition has been defined as an essential component of a just society and a central concern of this study is the promotion of a humane form of schooling which embodies the principles and practices of a just and democratic society. The empirical data were gathered in a focus group and interviews with three new teachers working in a school in special measures. Their experiences and their stories of recognition and misrecognition are analysed using Honneth's Recognition Theory as a framework. The methodology of interpretative phenomenological analysis allows the reader to gain an understanding of what the experience of being a new teacher is like for the three teachers. The combination of Recognition Theory and interpretative phenomenological analysis offers the opportunity for a critical reflection on those experiences. My findings suggest that Honneth's Recognition Theory, informed by a Deweyan understanding of education and its relationship to democracy, and broadened to incorporate an ethic of care, as well as an understanding of Klafki's criticalconstructive pedagogy, has the potential to inform a normative understanding of school as a community in which the values of a just, caring and democratic society can be put into practice. This includes recognising teachers and students as valued members of a community in which their voices are heard and respected. In addition, this thesis draws attention to the need for new teachers to gain a critical understanding of the means and ends of education.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:715969 |
| Date | January 2016 |
| Creators | Smith, Gillian May |
| Publisher | Canterbury Christ Church University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://create.canterbury.ac.uk/15817/ |
Page generated in 0.0014 seconds