ABSTRACT

Considerations of epistemology in teaching and integrated pedagogical approaches to teaching have long been identified as central to teaching practice (Dewey, 1997, Experience and Education. New York: Touchstone Publishing). More recently, these have been framed around not only anti-oppressive practice (Dominelli, 2002, Anti-oppressive social work; theory and practice. Palgarve Macmillan: Basingstoke), but wider considerations of power and oppression and ‘epistemic dominance’ (Andreotti, 2011, p. 4, Actionable postcolonial theory in education. New York: Palgrave). While they may not always be elevated theoretically or explicitly stressed as fundamental in every day teaching practice, they are evident across subjects and sectors (Andreotti, 2011, Actionable postcolonial theory in education. New York: Palgrave; Sin, 2014, Epistemology, sociology, and learning and teaching in physics. Science Education, 98, 342–365), particularly with an increasing emphasis in Higher Education on student engagement and equipping students with vital employability skills (Nygaard et al., 2013, Student engagement: Identity, motivation and community. Oxfordshire: Libri Publishing). This paper argues that such considerations are particularly relevant to the teaching of Social Sciences, at the heart of which lies challenging the status quo and interrogating inequalities. The example of jointly teaching university students (Outside Students) and individuals with convictions for sexual offences in a custodial setting (Inside Students) provides a platform on which to investigate the pedagogies involved in teaching Social Sciences in this setting. It considers the importance of language (Willis & Letourneau, 2018, Promoting accurate and respectful language to describe individuals and groups. Sexual Abuse: Journal of Research and Treatment, 30(5), 480–483) in order to assist with the de-construction of ‘the other’, promoting awareness and equality, and breaking down essentialised conceptions of ‘the other’- both for Inside and Outside students. At the heart of this is balancing and integrating knowledge and experience of all students (Harmer, 2007, The practice of English language teaching. Essex, UK: Paerson Longman) as integral to the learning process. The paper brings together a diversity of approaches to teaching and scaffolds these into an integrated pedagogical framework, applicable more universally and beyond the limited and specialised application to prison teaching (Dewey, 1997, Experience and education. New York: Touchstone Publishing).

摘要

长期以来，人们认识到在教学中认识论的考虑和教学的综合教学方法是教学实践的核心（杜威，1997年，《经验与教育》，纽约：试金石出版社）。最近，不仅围绕反压迫实践（Dominelli，2002，反压迫社会工作；理论与实践，Palgarve Macmillan：Basingstoke），而且更广泛地考虑了权力，压迫和“认识论统治”（Andreotti，2011年，第4页，可行的后殖民理论在教育中的应用。纽约：帕尔格雷夫。尽管在日常教学实践中可能并不一定总是从理论上或明确地强调它们是基本知识，但它们在各个学科和领域都是显而易见的（Andreotti，2011年，《可操作的后殖民理论在教育中》。纽约：Palgrave； Sin，2014年，认识论，社会学，和学与教物理。科学教育，98，342-365），特别是在高等教育对学生的参与日益受到重视和向学生重要的就业技能（尼加德等人，2013，学生的参与：身份，动机和社区。牛津：Libri Publishing）。本文认为，这样的考虑与社会科学的教学特别相关，其核心在于挑战现状并审视不平等。以在羁押环境中联合教授大学生（外部学生）和因性犯罪而被定罪的个人（内部学生）为例，提供了一个平台，可以在此平台上调查在此环境中进行社会科学教学的教学法。它考虑了语言的重要性（Willis＆Letourneau，2018年，提倡准确和尊重语言来描述个人和群体。性虐待：研究与治疗杂志，30（5），480–483），以帮助解构“另一者”，促进意识和平等，并分解内在和外在学生的“另一者”的基本概念。其核心是平衡和整合所有学生的知识和经验（Harmer，2007年，《英语教学实践》，英国埃塞克斯：Paerson Longman），这是学习过程不可或缺的部分。该论文将多种教学方法整合在一起，并将这些方法整合到一个综合的教学框架中，可以更普遍地应用，而不仅限于监狱教学中的有限和专门的应用（杜威，1997年，《经验与教育》，纽约：试金石出版社）。