OpenAIRE is about to release its new face with lots of new content and services.
During September, you may notice downtime in services, while some functionalities (e.g. user registration, login, validation, claiming) will be temporarily disabled.
We apologize for the inconvenience, please stay tuned!
For further information please contact helpdesk[at]openaire.eu

fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Demissie, Fufy (2012)
Publisher: Sheffield Hallam University
Languages: English
Types: Article
Subjects:
The purpose of this paper is to examine how Vygotsky's and Bourdieu's theoretical perspectives contributed to the insights I gained about student teachers’ perceptions of seminars and my role as a seminar tutor. The paper is based on the findings from a doctoral study into students’ perspectives of learning and participating in seminars. Using a constructive grounded theory approach, I interviewed five 2nd year teacher education students and consulted relevant institutional documents. From a Vygotskian perspective, the data highlighted the complexity and dynamic nature of seminars where relationships, pedagogical tools and artefacts played an important meditational role. By highlighting the significance of the wider context, however, Bourdieu’s theory of practice and in particular his concept of symbolic violence gave a richer perspective of participants’ perspectives of seminars. In particular, by drawing attention to the impact of dominant discourses on individuals' practices, it provided a more nuanced view about the meanings they attached to their seminar experiences, and enabled a deeper reflection about my own practice and values as a tutor/lecturer in higher education.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Freire, P. (2000) Pedagogy of the oppressed, 30th Anniversary ed., New York, Continuum. Fry, H., Ketteridge, S., and Marshall, S. (2009) A handbook for teaching and learning in higher education. London, Kogan Page.
    • Giroux, H. (2008) Critical theory and educational practice. In: Darder, A., Baltodano, , M. and Torres, R. (eds.). The critical pedagogy reader, 2nd ed. London, Routledge, 27-52.
    • Gunn, S. (2007) Approaches to small group learning and teaching. Glasgow, University of Glasgow Learning and Teaching Centre.
    • Jacques, D. (2000) Learning in groups: A handbook for improving group work, 3rd ed. London, Kogan Page.
    • Jenkins, R. (1992) Pierre Bourdieu, 2nd ed. London: Routledge Knights, B. (1995) Group processes in higher education: The uses of theory. Studies in higher education, 20 (2), 135-145. CrossRef Lipman, M., Sharp, A. and Oscanyan, F. (1980) Philosophy in the classroom, 1st ed. Philadelphia, Temple University Press.
    • Margolis, J. (1999) Pierre Bourdieu: Habitus and the logic of practice. In: Shusterman, R. (ed.) Bourdieu, A Critical Reader. London, Blackwell, 64-83.
    • Mcniff, J. and Whitehead, J (2009) You and your action research project, 3rd ed. London, Routledge.
    • Mercer, N. and Littlejohn, K. (2007) Dialogue and the development of children's thinking: a socio-cultural approach. London, Routledge.
    • Oxford English Dictionary (1989) 2nd ed. (online) last accessed 06/07/22 at: http://www.oed.com.lcproxy.shu.ac.uk/ Vygotsky, L. (1978) Mind in society. Harvard, Harvard University Press. Wertsch, J. V. (1991) Voices of the mind: a sociocultural approach to mediated action. Harverster, Wheatsheaf.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article

Cookies make it easier for us to provide you with our services. With the usage of our services you permit us to use cookies.
More information Ok