Institutional discourses, technology-mediated practices and pedagogy : a critical perspective
Document Type
Book chapter
Source Publication
English paradigm in India: Essays in language, literature and culture
Publication Date
2017
First Page
243
Last Page
263
Publisher
Palgrave Macmillan
Abstract
The changing paradigms of pedagogy within India seem to be closely related to the focus on the interventions of technology that such a paradigmatic shift requires. The thrust of the paper is to probe both the presuppositions and entailments that the discourse of institution and the discourse of practice iterate. It sets out to examine how the discourse of technology impinges upon and expects a reorientation of pedagogy. It also seeks to understand the practices that learner/practitioners themselves engage in that can alter the nature of this institutional discourses and the roles which the teacher plays within this exchange. Further, the paper theorises these discourses by relating it to the implications that it holds out for teaching–learning practices. For this theorisation, it uses Bourdieu’s notion of ‘symbolic exchange’ and how this concept might have a bearing on how teachers deal with the emergent practice of technology.
DOI
10.1007/978-981-10-5332-0_18
Publisher Statement
Copyright © 2017 Palgrave Macmillan. Access to external full text or publisher's version may require subscription.
Additional Information
ISBN of the source publication: 9789811053313
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Bhattacharya, A., & Hiradhar, P. (2017). Institutional discourses, technology-mediated practices and pedagogy: A critical perspective. In S. Rao Garg & D. Gupta (Eds.), English paradigm in India: Essays in language, literature and culture(pp.243-263). United Kingdom: Palgrave Macmillan. doi: 10.1007/978-981-10-5332-0_18