A commentary on the chronotopes of different ‘cultures of learning’: Transforming classrooms from trading-places into relational-places of learning

Renshaw, P. (2007) A commentary on the chronotopes of different ‘cultures of learning’: Transforming classrooms from trading-places into relational-places of learning. International Journal of Educational Research, 46 3-4: 240-245.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads

Author Renshaw, P.
Title A commentary on the chronotopes of different ‘cultures of learning’: Transforming classrooms from trading-places into relational-places of learning
Journal name International Journal of Educational Research   Check publisher's open access policy
ISSN 0883-0355
Publication date 2007
Sub-type Article (original research)
DOI 10.1016/j.ijer.2007.09.003
Volume 46
Issue 3-4
Start page 240
End page 245
Total pages 6
Place of publication United Kingdom
Publisher Pergamon
Collection year 2008
Language eng
Subject C1
330199 Education Studies not elsewhere classified
749999 Education and training not elsewhere classified
Abstract The device of the ‘telling case’ has been used by the authors in this special issue of IJER to convey insights regarding specific cultures of learning—how they were interactively and iteratively designed, implemented and maintained over time in ordinary everyday contexts. I draw upon Bakhtin's notion of chronotope to explore how the authors were able to construct these ‘telling cases’. Chronotope is a concept particularly relevant to this special issue on ‘cultures of learning’, because like ‘culture’ itself, it foregrounds consideration of the taken-for-granted times and spaces through which particular types of classroom pedagogies and identities are made possible. I contrast two chronotopes that inform current thinking about the reform of learning—one foregrounds learning as an individualistic and acquisitive journey, while the other foregrounds learning as a relational journey of entering into new social identities and relationships with peers and teachers. It is the latter chronotope that has informed the articles in this issue. The authors describe the learning journey as a process of establishing social bonds with peers and teachers, accepting certain common practices as personal routines and habits of living, and adopting and adapting available identities within the community. These articles challenge policy-makers to consider worthwhile learning as a relational journey of community-building not simply the production of competent individuals for future markets. The articles also speak to teachers and practitioners in very direct ways through their detailed descriptions of how certain routines and practices were established.
Keyword learning
chronotope
culture
pedagogy
social identity
classroom
relationships
peers
teachers
social bonds
Q-Index Code C1
Q-Index Status Confirmed Code

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 2 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Access Statistics: 302 Abstract Views, 4 File Downloads  -  Detailed Statistics
Created: Wed, 30 Apr 2008, 12:36:46 EST by Rebecca Donohoe on behalf of School of Education