Redistribution, recognition and representation: working against pedagogies of indifference

Lingard, Bob and Keddie, Amanda (2013) Redistribution, recognition and representation: working against pedagogies of indifference. Pedagogy Culture and Society, 21 3: 427-447. doi:10.1080/14681366.2013.809373

Author Lingard, Bob
Keddie, Amanda
Title Redistribution, recognition and representation: working against pedagogies of indifference
Journal name Pedagogy Culture and Society   Check publisher's open access policy
ISSN 1468-1366
Publication date 2013-06-24
Year available 2013
Sub-type Article (original research)
DOI 10.1080/14681366.2013.809373
Volume 21
Issue 3
Start page 427
End page 447
Total pages 21
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Abstract This paper reports on an Australian government-commissioned research study that documented classroom pedagogies in 24 Queensland schools. The research created the model of ‘productive pedagogies’, which conjoined what Nancy Fraser calls a politics of redistribution, recognition and representation. In this model pedagogies are differentiated to support the role of schooling as a positional good, a good in itself, and a good towards the betterment of the broader social world. In contrast with the model’s intentions, the pedagogies mapped in the study’s classrooms lacked differentiation; indeed, they reflected ‘pedagogies of indifference’ and were seen as producing and legitimising social inequalities. The paper theorises the redistributive, recognitive and representative justice possibilities of ‘productive pedagogies’ towards more equitable outcomes for marginalised students. The paper justifies its reprising of this research in light of the contemporary policy emphasis on teaching quality, the reductive impact on pedagogies of high-stakes testing, and the context of growing inequality which limits the potential effects of schools and teacher pedagogies.
Keyword Social justice and schooling
Redistributive justice
Recognitive justice
Representative justice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online: 24 Jun 2013

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
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Citation counts: Scopus Citation Count Cited 14 times in Scopus Article | Citations
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Created: Wed, 26 Jun 2013, 09:21:55 EST by Claire Backhouse on behalf of School of Education