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Pedagogies
Pedagogies

Published/Hosted by Lawrence Erlbaum Associates, Inc.. ISSN (printed): 1554-480X. ISSN (electronic): 1554-4818.

Pedagogies: An International Journal brings together emergent and breaking work on all aspects of pedagogy: classroom teaching and learning in response to new communities and student bodies, curriculum and responses to new knowledge and changing disciplinarity, blends of traditional and new communications media in classrooms, and most importantly, how we might improve and renew the everyday work that teachers and students do in classrooms. Pedagogies is about change and innovation in the most common, typical, and central of educational processes: teaching and learning in classrooms. It will apply current theoretical and analytical research work to the question of how pedagogy is being transformed to make new knowledge, new expressive modes and, quite literally, new kinds of teachers and learners. The journal will feature quantitative and qualitative, disciplinary and transdisciplinary, empirical and theoretical work, and will include special editions on key developments in research on knowledge and pedagogy. It will do so in ways that model cosmopolitan flows of ideas and innovation—from and across educational communities in North and South, East and West, seeking out the most innovative thinkers internationally, and creating international dialogues about teaching and learning. Authors will address issues of change and the need for practical programs of policy innovation, curriculum reform, and pedagogical action. Pedagogies aims to push the boundaries of theory and research—to seek out new paradigms, models, and ways of framing education—while at the same time keeping an eye squarely on that which matters: teaching and learning in classrooms. Articles will range from discussions, debates, and studies of the most tenacious and perennial educational problems—such as teaching to diversity and the persistent educational marginalization of specific communities—to those focusing on innovative engagements with new technologies and new forms of identity, new repertoires of teacher practice, and preparation of students for emergent forms of civic, workplace, and community life.

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