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The Discourse of Pedagogy and the Possibility of Social Change.
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O'Loughlin, Michael – 1992
The thesis of this paper is that constructivism and similar pedagogic formulations are problematic because: (1) being nondialectical they close off possibilities for dialogue about issues such as those discussed in this paper; and (2) they are embedded in forms of discourse which privilege middle-class culture, values, language, and ways of…
Descriptors: Discourse Analysis, Discourse Modes, Educational Philosophy, Elementary Secondary Education