Exploring the middle space for post-pandemic pedagogy in England

Wills, Ruth (2024) Exploring the middle space for post-pandemic pedagogy in England. Educational Futures, 15 (1). pp. 4-21. ISSN 1758-2199

Preview

Text (Journal article) Wills pdf.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial. Download (296kB) | Preview

Abstract

Since Autumn 2021, the rhetoric of ‘recovery’ in primary school teaching and learning has been prevalent, involving teachers paying attention to gaps in knowledge and skills, and adapting provision accordingly. In this paper, whilst not negating this activity, it is proposed that post-pandemic pedagogy should involve more than meeting
academic requirements. Considering the value of aspects of the ‘suspended curriculum’ of March-May 2020, which included a more creative and democratic approach to learning, the discussion will consider how these might be brought into relation with the formal National Curriculum within a middle space to allow for recovery of not only formal learning, but also that which goes beyond to affect a learner’s sense of identity and responsibility. Hegel’s notion of ‘the unhappy consciousness’ provides a philosophical framework for this proposal, and examples from the classroom are provided.

Item Type:	Article
Keywords:	Covid-19 recovery curriculum; middle space; pedagogy; Hegel; unhappy consciousness
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Ruth Wills
Date Deposited:	25 Jun 2024 13:56
Last Modified:	08 Nov 2024 13:32
URI:	https://hira.hope.ac.uk/id/eprint/4302

Available Versions of this Item

• Exploring the middle space for post-pandemic pedagogy in England. (deposited 21 Jun 2024 09:57)
  • Exploring the middle space for post-pandemic pedagogy in England. (deposited 25 Jun 2024 13:56) [Currently Displayed]

Actions (login required)

View Item