The fault lines of recontextualisation: the limits of constructivism in education
Abstract
In this paper I explain and utilise Bernstein's theory of recontextualisation as a means to consider the influence of constructivism as one of the key ‘rulers of consciousness’ or recontextualising principles that has become hegemonic within education. In considering this influence I draw on the literature to clarify some of the confusion surrounding constructivism that has been utilised as a central theory for the curriculum and pedagogy. I suggest that in New Zealand there is a largely doxic acceptance of a romanticised and often confused view of constructivism developed in response to the lurking spectre of education as transmission. By drawing on three examples of tensions between official discourses and teacher autonomy I explore the lack of clarity surrounding constructivism and the implications for the ‘play’ of ideology and agency. I conclude by suggesting that constructivism has much to offer in developing approaches to pedagogy but serious limitations when applied to matters of epistemology and ontology. It is particularly important to clarify the limitations of constructivism before it morphs into a new twenty‐first century future focused version of itself.
Number of times cited: 8
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