In this discussion, Roger Säljö turns to the educational scholar’s role in current times where schooling tends to be dictated by narrow political goals and normative concepts. He urges the field to consider both theoretical and practice-oriented implications carefully. In doing so, he points to interrelated consequences, seeking to problematize existing views on education. For example, children’s and other students’ need of engaging in sense-making in schooling, beyond the predominant outcome-based learning discourse that problematically overlooks non-measurable and more open-ended knowledge forms and values of being educated. In his eyes, educational theory is too often neglected, but indeed has a significant potential to contribute with a deeper picture, combined with a substantiated empirical body of research as well.
|Specialistpublikation||SIG25 Interview Series, Newsletter|
|Status||Publicerad - 2019|
- Pedagogik (50301)