Robin Alexander, geboren 1975, hat sich als politischer Berichterstatter, Reporter und Kolumnist im politischen Berlin einen Namen gemacht. Er war Redakteur bei der taz und Reporter bei „Vanity Fair“, bevor er 2008 zur Welt-Gruppe wechselte. 2013 wurde er mit dem renommierten Theodor-Wolff-Preis ausgezeichnet. Er ist regelmäßig im ARD-Presseclub und im ZDF-Morgenmagazin zu Gast und war im Bundestagswahlkampf 2013 Experte und Co-Moderator von Stefan Raab in der Wahlsendung „Absolute Mehrheit“ auf Pro7. 2007 erschien "Familie für Einsteiger" (Rowohlt Berlin). Robin Alexander lebt mit seiner Frau und drei Kindern in Berlin.
Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription?
In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach.
The book includes chapters on a number of themes, expertly woven together:
the politicisation of school and classroom life and the trend towards a pedagogy of compliance;
the benefits and hazards of international comparison;
pedagogical dichotomies old and new, and how to avoid them;
how education and pedagogy might respond to a world in peril;
the rare and special chemistry of the personal and the professional which produces outstanding teaching;
the scope and character of pedagogy itself, as a field of enquiry and action.
For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
The five studies in this book span the tumultuous period from the mid 1980s to the mid 1990s. This was a time when the dominant educational ideas and practices of the previous two decades were being questioned and primary teachers were being catapulted from the Plowden era into the very different ethos of the National Curriculum.
The first four studies portray the ideas, practices and dilemmas of primary teaching at different points during this period. They also exemplify different approaches to classroom research, though all of them stay close to the interactions between teacher and child which are central to learning. They thus raise educational questions which are perennial and fundamental, rather than tied to policy or fashion. The final study uses a broader brush to provide a historical framework for understanding the particular blend of change and continuity which characterises English primary education as a whole.
Alexander's controversial and widely-read report on primary education in Leeds has now been revised as a major study of policy initiatives in primary education and their impact on practice. The book examines an ambitious programme of local reform aimed at improving teaching and learning in the primary schools of one of Britain's largest cities. It addresses important questions about children's needs, the curriculum, classroom practice and school management. When first published, Robin Alexander's report was hailed as `seminal' and `the most important document since Plowden' but it was also quoted and misquoted in support of widely opposed political and media agendas. This new edition retains Part I from the first edition, detailing the impact of Leeds LEA's programme for educational reform. However, it also provides a totally new and greatly extended Part II, which gives an insider's account of the sequel to the Leeds report - the government's 1992 'three wise men' report. There is also a new introduction.