I have argued in several posts now that teaching ought not to be understood in generic terms. I want to use this post to examine a little further some of the problems generic language creates in education.
There are a wide array of people out there who do want to talk about education in a generic sense. School senior managers want to improve the education received by pupils across all subject; school inspectors want to judge the quality of ‘teaching’ and ‘learning’ across all subjects; consultants can make a lot more money if they can say that their latest innovation or strategy applies across all subjects; even well-meaning individuals who run educational charities want to find ways to talk about education as a whole.
If I am working within a subject domain, I can talk very easily and precisely about what has been learned by pupils:
- Those pupils can use…
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