“As a teacher and trainer slurping the alphabet soup of CPVE, YTS, NVQ, GNVQ and BEC in the 80’s and 90’s I failed to question the underlying inequalities of narrowly focused quasi-skills criteria, preferring the certainties of the well constructed and cross referenced NVQ portfolio ‘owned’ by the candidate and ‘signed off’ by the internal verifier.”
I don’t believe you were alone in this.
A guest blog by Alison Iredale, Senior Lecturer at Oldham College
I am grateful for Ann’s previous post on John Dewey’s influence on learning (http://annwalkerwea.wordpress.com/2012/08/29/educational-thinkers-hall-of-fame-john-dewey/).
In this post I want to offer a personal perspective related to his work on democracy and education. Some of this post appears in an article about Routinised Practices, part of my PhD thesis.
While researching Dewey at the start of my doctoral studies about 4 years ago I came across an address by Richard Pring, the soon to be retired Director of the Oxford Department of Educational Studies, to an Escalate conference in Glasgow in 2003. He recalled being blamed by Keith Joseph for the low standards in schools, due to teachers being introduced to the works of John Dewey in his department. Having just been knocked sideways professionally by Dewey’s writing myself after 20 years in vocational training and teaching I…
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