‘When I say “modern”, you say “band”’: A critical narrative of modern band and Little Kids Rock as music education curriculum

This article is based on the lived experiences of the authors engaging with modern band and the organization Little Kids Rock (LKR). We approach this research as critical storytelling to highlight the importance of critique of music curriculum and pedagogy. We identify moments of cognitive dissonance we experienced with LKR and modern band and unpack them through theory. Data included review of LKR materials, journals, text messages, reflective writing and discussion around participation in LKR-sponsored events. We share our critical story through text messages and narration, through which we note issues such as neo-liberalism and indoctrination; language (mis)use through educational buzzwords; identity reformation and the manner in which teachers feel a need to cling to methodolatry or act as change agents. We illustrate the central role critique plays in music teaching discourses and practices to guide music teachers to accept vigilance of curricular resources and pedagogical approaches presented to them.

As palavras dos professores e as coisas da escola: materialidade escolar, mobília e fazeres docentes entre os séculos XIX e XX

Neste artigo, temos por proposição acercar-nos de elementos constitutivos da escola que podem revelar resquícios do cotidiano escolar: os sujeitos que a compõem, as materialidades que a distinguem e as práticas que nela se formalizam, com o intuito principal de voltar o olhar para a materialidade escolar na relação com o fazer docente. Assim, pretendemos perspectivar a constituição da materialidade escolar na e a partir da constituição da profissão docente. Para tanto recorreremos à composição de uma análise a partir de fontes que apresentam perspectivas da relação de docentes com o mobiliário escolar, em meados do século XIX e início do século XX, compreendendo este recorte temporal como significativo na expansão dos discursos e produção, tanto do mobiliário escolar como da profissionalização docente. Buscamos também analisar estas relações abarcando discursos docentes no Brasil e Argentina, compreendendo a relevância da transnacionalização dos saberes e fazeres que compõe a cultura escolar e cultura material escolar no projeto moderno de expansão da escola de massa.Palavras-chave: Materialidade escolar. Saberes docentes. História da Educação Brasil-Argentina.The words of teachers and things of school: school materiality, furniture and teachers practices in the nineteenth and twentieth centuriesABSTRACTIn this article, we propose to approach constituent elements of the school that can reveal traces of its routine: the subjects that compose it, the materialities that distinguish it and the practices that are formalized in it, with the main intention of looking back at school materiality in relation to teaching. Thus, we intend to envisage the constitution of school materiality in and from the constitution of the teaching profession. For that, we will resort to the composition of analysis from sources that present perspectives of the teachers' relationship with school furniture, in the middle of the 19th century and the beginning of the 20th century, understanding this temporal cut as significant in the expansion of the discourses and production, both of the school furniture as well as teaching professionalization. We also seek to analyze these relationships, encompassing teaching discourses in Brazil and Argentina, understanding the relevance of the transnationalization of knowledge and practices that makeup school culture and school material culture in the modern expansion project of the mass school.Keywords: School materiality. Teaching knowledge. History of Education Brazil-Argentina.Las palabras de los maestros y las cosas de la escuela: materialidad escolar, mobiliario y haceres docentes entre los siglos XIX y XXRESUMENEn este artículo, tenemos por proposición acercarnos a elementos constitutivos de la escuela que pueden revelar vestigios de la rutina escolar: los sujetos que la componen, las materialidades que la distinguen y las prácticas que se formalizan en ella, con la principal intención de mirar hacia la materialidad escolar con relación al hacer del docente. Por lo tanto, pretendemos reflexionar sobre la constitución de la materialidad escolar en y desde la constitución de la profesión docente. Para eso, recurriremos a la composición de un análisis de fuentes que presenten perspectivas de la relación del docente con el mobiliario escolar, a mediados del siglo XIX y principios del XX, eAntendiendo este corte temporal como significativo en la expansión de los discursos y la producción, tanto del mobiliario escolar como la profesionalización docente. También buscamos analizar estas relaciones, abarcando discursos docentes en Brasil y Argentina, comprendiendo la relevancia de la transnacionalización de saberes y prácticas que componen la cultura escolar y la cultura material escolar en el proyecto de expansión moderna de la escuela de masas.Palabras clave: Materialidad escolar. Saberes docentes. Historia de la Educación Brasil-Argentina.

The Project and the Action-Oriented Approach to Submerge Literature in Reality in Foreign Languages Teaching

The role of literature in foreign languages teaching is not a matter of debate today. If we observe the number of publications and conferences organized on the theme of teaching literature in foreign languages in recent years, we quickly realize that this is a dynamic field and constantly evolving. However, this vitality is not found in textbooks where literature still does not have the presence that teaching discourses which justify it grant it. In addition to providing some reasons for this disaffection, this chapter intends to use the latest teaching developments attempting especially to advance on the theoretical reflection about the articulation of the action-oriented approach and literature teaching through project-based teaching method. First, the authors try to justify the use of the project, and then they notify the theoretical mutation that this practice requires, before dealing with the types of project that may integrate FL classes. Finally, they look at how it should be structured to ensure that teaching take into account all dimensions of literature.

A Novice Bilingual Teacher’s Journey: Teacher’s Noticing as a Pathway to Negotiate Contradictory Teaching Discourses

This qualitative case study investigates a fourth grade novicebilingual teacher’s repertoire of practice during her first year of teaching.Drawing on recent work on teacher noticing, the study explores how theteacher negotiates prevailing bilingual education discourses. Two themes are discussed: how this novice teacher embraced bilingual teaching whilequestioning practices and policies and how she negotiated contradictionsthrough multiple attempts to redefine her teaching practices. Findings showhow the teacher’s ability to notice framed her possibility to bridge herunderstandings about teaching, her critical pedagogical discourse, and thecontextual contradictory discourses predominant in her school about bilingual education.

The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom

Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.