The rhythms of pedagogy: An ethnographic study of parenting education practices

Hopwood, N

The rhythms of pedagogy: An ethnographic study of parenting education practices

Hopwood, N

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Publication Type:: Journal Article
Citation:: Studies in Continuing Education, 2014, 36 (2), pp. 115 - 131
Issue Date:: 2014-01-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Studies in Continuing Education, 2014, 36 (2), pp. 115 - 131	en_US
dc.identifier.issn	0158-037X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/35151
dc.identifier.uri	http://hdl.handle.net/10453/30331
dc.description.abstract	Educational research is increasingly turning to conceptual frameworks from a range of disciplines in order to enrich understandings of education, pedagogy and learning. This paper draws on the work of Henri Lefebvre, specifically rhythmanalysis, to explore the nature and the function of pedagogy. The context is an ethnographic study of parenting education and pedagogic practices in a child and family service in Sydney. Three features of rhythmanalysis are discussed: kinds of rhythm, rhythms and bodies, and oppositions such as repetition and difference, fast and slow and secret and public. Through these concepts, intricate connections between rhythm and pedagogy are identified, including rhythms as providing a pedagogic imperative, rhythms as content and mechanisms at the heart of pedagogy and rhythms as outcomes of learning. The paper argues that rhythmanalysis opens up possibilities for new questions, different kinds of empirical sensibilities and distinctive accounts of pedagogy and learning in continuing education. © 2013 Taylor & Francis.	en_US
dc.relation.ispartof	Studies in Continuing Education	en_US
dc.relation.isbasedon	10.1080/0158037X.2013.787983	en_US
dc.subject.classification	Education	en_US
dc.title	The rhythms of pedagogy: An ethnographic study of parenting education practices	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	36	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	36	en_US

Abstract:

Educational research is increasingly turning to conceptual frameworks from a range of disciplines in order to enrich understandings of education, pedagogy and learning. This paper draws on the work of Henri Lefebvre, specifically rhythmanalysis, to explore the nature and the function of pedagogy. The context is an ethnographic study of parenting education and pedagogic practices in a child and family service in Sydney. Three features of rhythmanalysis are discussed: kinds of rhythm, rhythms and bodies, and oppositions such as repetition and difference, fast and slow and secret and public. Through these concepts, intricate connections between rhythm and pedagogy are identified, including rhythms as providing a pedagogic imperative, rhythms as content and mechanisms at the heart of pedagogy and rhythms as outcomes of learning. The paper argues that rhythmanalysis opens up possibilities for new questions, different kinds of empirical sensibilities and distinctive accounts of pedagogy and learning in continuing education. © 2013 Taylor & Francis.

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http://hdl.handle.net/10453/30331