educational theory in modernity and postmodernity, history of education, educationalization

This course aims at following objectives.

• To be able to reflect critically on contemporary educational ideas and practices.
• To contextualize educational innovation attempts in its historical and societal background.
• To see how educational concepts (freedom, responsibility,…) can be interpreted from different theoretical perspectives.
• To understand and to illustrate educationalization as an important conceptual tool for the history of education.

In this course following topics are considered:

• Educational anthropology;
• Phenomenology, empiricism and critical theory in educational theory;
• Postmodern educational theories;
• Educationalization related to psychologism, medicalization and commodification;
• Study of an actual educational phenomenon.

This course supposes the competences as obtained after having followed the bachelor and master of science.

The insight in and application of following basic competences are pursued, as determined by decree:

• Being able to determine the starting position of individual and the group of learners
• Selecting and defining learning objectives
• Adequate didactical strategies and grouping approaches
• Fostering a structured working climate
• Adopting a transfer approach when developing learning and development processes
• Creating a flexible and efficient lesson and day plan, that suits the time management of learners and the teacher
• Fostering the emancipation of learners
• Dealing with actual developments in society within a pedagogical context
• Coping in an adequate way with learners with social-emotional and/or problematic behaviour
• Deploying strategies to work with non-Dutch speaking learners
• Getting informed and being discrete about data of learners
• Applying and implementing innovative elements
• Becoming acknowledged of the results of educational research, that is relevant for the personal instructional context
• Questioning and redirecting one’s own personal profesisonal approach
• Collaboration and negotiation within a school team
• Discussing and respecting task division within school teams
• Discussing the pedagogical and didactical role and approach of a team
• Contacting and collaborating – in collaboration with colleagues - with external parties or organisations that present educational initiatives
• Participation in the societal debate about educational themes
• Identifying and approaching in a critical way societal themes and developments about:
  • the social-political domain
  • the social-economical domain
  • the philosophical-ideological domain
  • the cultural-esthetical domain
  • the cultural-scientific domain

Cost: 60.0 EUR

• Depaepe, M., Simon, F., Van Gorp, A. (red.) (2005). Paradoxen van pedagogisering. Handboek pedagogische historiografie, Leuven: Acco.
• Meijer, W. (2000). Stromingen in de pedagogiek, HB Uitgevers.
• Enkele bijkomende teksten via Minerva.

• Depaepe, M., Simon, F., Van Gorp, A. (red.) (2005). Paradoxen van pedagogisering. Handboek pedagogische historiografie. Leuven: Acco.
• Meijer, W. (2000). Stromingen in de pedagogiek. HB Uitgevers.
• Miedema, S. (1997). Pedagogiek in Meervoud. Wegen in het denken over opvoeding en onderwijs. Houten/Diegem: Bohn Stafleu Van Loghum.
• Oelkers, J. (2005). Reformpädagogik. Eine kritische Dogmengeschicht. Weinheim und München: Juventa Verlag.
• Popkewitz, T.S. (Eds.) (2005). Inventing the modern self and John Dewey: modernities and the traveling of pragmatism in education. New York: Palgrave Macmillan.
• Popkewitz, T.S, Brennan, M. (1998). Foucault's challenge. Discourse, knowledge, and power in education. New York: Teachers college press.
• Cunningham, H. (2006). The Invention of Childhood. London: BBC Books.
• Kennedy, D. (2002). ‘The Child and postmodern subjectivity’, Educational Theory 52/2, 155-167.

Interactive support using Minerva.
Individual feedback is given by appointment.

Following teaching methods are used:

• lectures.

Periodical evaluation.

Written exam (multiple choice)