Conference at Pädagogische Hochschule Heidelberg, 28. – 29. Sept. 2012
Practices do not primarily refer to methods of teaching, learning or strategies to improve these. Neither do they refer to outcomes of teaching and learning. They can however involve affective perspectives, rituals, intergenerational relationships. Practices can describe how a child interacts with sand whilst playing in the schoolyard, thus learning about the shape and form of materials. Practices can refer to the tacit dimensions of rituals and performativity. Practices can refer to how teachers work with turn-taking in a classroom building, with climates of interaction and with the question how the polyphone voices of the students are facilitated. Practices can also describe students thoughts captured by recording devices through which students are able to document their reflexion during a on going lesson in an earpeace and compare these with students doing the same from a variety of countries. Just as practices can compare the pro’s and con’s of a digital dissection of frogs to a live dissection in biology education etc. Practices then describe the many diverse activities, which can be observed or documented within pedagogy. Practices also demand the development of new methodological considerations. And in attempting to address these we must turn to diverse practicioners in fields related to or supporting pedagogic activity such as artists, film-makers, sculptures and musicians. An understanding of their attempts at documenting fields of corporality can enable researchers to find new perspectives regarding their own attempts to do the same. This co-operation is enabling groups of researchers to expand their documentation techniques and their methods of analysis. Practices enable us to develop new perspectives on the classroom and an understanding of our own practices as teachers. Practices also aim to achieve a student perspective so as to better understand how to develop pedagogical practices to become an intergenerational experience where the working environment is not constantly understood and constructed from the teacher´s view-point.
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