Policy as Practice: Toward a Comparative Sociocultural Analysis of Educational Policy

By Margaret Sutton; Bradley A.U. Levinson | Go to book overview

1
Are Pedagogical Ideals Embraced or
Imposed? The Case of Reading
Instruction in the Republic of Guinea

Kathryn M. Anderson-Levitt and Ntal-I'Mbirwa Alimasi

This chapter examines ideals of "best practice" or "good teaching," notions that are either explicitly or implicitly built into educational policy decisions.1 We begin from the premise that pedagogical ideals represent cultural and social constructions, not the simple discovery of scientific truth. What people consider "good teaching" has varied over time and from country to country. For instance, the ideal that students should "pay attention" (Vincent, 1980) or the ideal that children should "participate" in class (Cuban, 1993; Vincent, 1980) entered received knowledge at distinct historical moments. The lecture/recitation method now considered "backward" has actually proven very effective in the right contexts (Delpit, 1986; Noblit, 1993; see also Baker, 1997; Wagner, 1993). Today, ability grouping is falling under attack in the United States just when France embraces it for the first time (Anderson-Levitt, in press).

But, if pedagogical ideals are culturally constructed, who constructs them, and when, where, and how? Where do notions of good teaching come from and how do people respond when they encounter a new notion? Within the comparative sociology of education, two grand theories offer answers to these questions. On the one hand, John Meyer and his colleagues argue that ideals belong to a global culture of "modern" schooling that flows across national boundaries (see, e.g., Meyer, Kamens, & Benavot, 1992). Originally the ideals moved from one European nation to another; now they flow from the "West" to the "rest." According to this "cultural ideology" argument, countries adopt

-25-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Policy as Practice: Toward a Comparative Sociocultural Analysis of Educational Policy
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 330

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.