Ismail, Ismail (2021) Pedagogy for its own sake: teacher's beliefs about activity based learning in rural government schools of Kashmir. Working Paper. FTK UIN Mataram, Mataram. (Unpublished)

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ENGLISH This study uses anthropological approach on policy implementation to unleash factors creating disjunction between policy text and policy practice. This study is based on interviews with teachers entitled with implementing Activity based learning (ABL) reform: Learning Enhancement through Active Pedagogy (LEAP) in Kashmir (North India). Narratives from teachers reveal how critical awareness about context constrains and shapes their beliefs about Activity based learning (ABL). Their beliefs about ABL can be summed as 'pedagogy for its own sake', which are conditioned largely by the inaptness of ABL in bringing considerable improvements in students learning outcomes. Reference to 'outcomes' was embodied as a crucial recontextualising discourse in teacher's pedagogic orientation which resulted primarily from the poor learning attainments of rural kids and the prevalent preoccupation with performativity among agrarian parents. The underlying argument is that performative teaching orientation is not always shaped by forces from above but sometimes by unique cultural contexts surrounding schools. This has significant implications to the understanding of embeddedness of performative and the relevance of ABL in diverse contexts.

Item Type: Monograph (Working Paper)
Uncontrolled Keywords: learning outcomes: active pedagogy: rural education; teacher beliefs; performativity.
Subjects: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)
Divisions: Fakultas Tarbiyah dan Keguruan > Jurusan Pendidikan Agama Islam
Depositing User: mrs Nuraeni S.IPi
Date Deposited: 11 Aug 2021 03:11
Last Modified: 11 Aug 2021 03:11

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