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| Autor/inn/en | Straehler-Pohl, Hauke; Pais, Alexandre |
|---|---|
| Titel | Learning to Fail and Learning from Failure--Ideology at Work in a Mathematics Classroom |
| Quelle | In: Pedagogy, Culture and Society, 22 (2014) 1, S.79-96 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1468-1366 |
| DOI | 10.1080/14681366.2013.877207 |
| Schlagwörter | Mathematics Instruction; Failure; Ideology; Foreign Countries; Student Participation; Research; Equal Education; Secondary School Mathematics; Student Behavior; Secondary School Students; Germany |
| Abstract | When actualised in a concrete school, the official discourse of inclusion and equity often encounters a series of obstacles that research strives to identify and address under the imperative to eliminate them. Through the exploration of classroom episodes, teacher interviews and field notes from a German secondary school, we take failure not as a correctable obstacle but as a symptom of the ideology at work in current educational practices. Symptoms, as Žižek (after Lacan) suggested, cannot be eliminated but always (re)emerge since they concern the impossibility of official discourses actualising themselves. We thus argue for a research agenda that learns from failure instead of research concerned with the possible successes that might prospectively be brought into existence, if just the "right" theory was applied "correctly". (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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