Transforming pedagogies in Australian schools amid the COVID-19 pandemic : An activity theoretic reflection

Journal article


Ng,Clarence and Renshaw, Peter. (2020). Transforming pedagogies in Australian schools amid the COVID-19 pandemic : An activity theoretic reflection. Best Evidence in Chinese Education. 5(2), pp. 653-648. https://doi.org/10.15354/bece.20.or023
AuthorsNg,Clarence and Renshaw, Peter
Abstract

“Learning from home” was a collective response to school closure in Australia amid the COVID-19 pandemic. In this paper, we offer a description of the learning-from-home event, highlighting changes that were required of teachers, students and parents. Drawing on Engeström’s cultural-historic activity theory, we reflect on these changes and query the extent to which the changes amount to a transformative pedagogy recognizing home and community as a significant source of and place for learning. It is argued that cultural knowledge and family practices have not been sufficiently acknowledged and utilized in the current practices associated with the learning-from-home event. Based on the notion of funds of knowledge, we argue that a transformative pedagogy should build purposeful connection between school curriculum, cultural knowledge and family practices. This approach is illustrated using an example of play-based learning where a parent engaged her Year 4 daughter in a home café enabling informal learning that met the requirements of the school curriculum. This case invites further reflection on important questions related to what counts as learning and what worthwhile learning encompasses.

KeywordsCOVID-19; online learning; pedagogy; educational change; activity theory; funds of knowledge
Year2020
JournalBest Evidence in Chinese Education
Journal citation5 (2), pp. 653-648
PublisherInsights Publisher
ISSN2639-5312
Digital Object Identifier (DOI)https://doi.org/10.15354/bece.20.or023
Research or scholarlyResearch
Page range653-648
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 Jul 2020
Publication process dates
Accepted18 Jun 2020
Deposited25 Oct 2021
Permalink -

https://acuresearchbank.acu.edu.au/item/8wx9q/transforming-pedagogies-in-australian-schools-amid-the-covid-19-pandemic-an-activity-theoretic-reflection

Restricted files

Publisher's version

  • 61
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Theories of Motivation and Empowerment in Open, Distance, and Digital Education : Empowering Attributes, Contexts, and Experiences
Ng, Chi-hung. (2023). Theories of Motivation and Empowerment in Open, Distance, and Digital Education : Empowering Attributes, Contexts, and Experiences. In Handbook of Open, Distance and Digital Education pp. 165-181 Springer Nature. https://doi.org/10.1007/978-981-19-2080-6_10
Writing motivation questionnaire : Factorial and construct validity with middle school students
Graham, Steve, Harbaugh-Schattenkirk, Allen G., Aitken, A. Angelique, Harris, Karen R., Ng, Clarence, Wilson, John M. and Wdowin, Jeanne. (2023). Writing motivation questionnaire : Factorial and construct validity with middle school students. Educational Psychology Review. 35(1), p. Article 5. https://doi.org/10.1007/s10648-023-09742-4
Writing motivation questionnaire : Validation and application as a formative assessment
Graham, Steve, Harbaugh-Schattenkirk, Allen G., Aitken, Angelique, Harris, Karen R., Ng, Clarence, Ray, Amber, Wilson, John M. and Wdowin, Jeanne. (2022). Writing motivation questionnaire : Validation and application as a formative assessment. Assessment in Education: Principles, Policy & Practice. 29(2), pp. 238-261. https://doi.org/10.1080/0969594X.2022.2080178
Relationships between writing motives, writing self-efficacy and time on writing among Chinese students : Path models and cluster analyses
Ng, Clarence, Graham, Steve, Liu, Xinghua, Lau, Kit-Ling and Tang, Kit-Yi. (2022). Relationships between writing motives, writing self-efficacy and time on writing among Chinese students : Path models and cluster analyses. Reading and Writing. 35(2), pp. 427-455. https://doi.org/10.1007/s11145-021-10190-1
Writing and writing motivation of students identified as English language learners
Graham, Stephen Edward, Camping, April, Harris, Karen R., Aitken, A. Angelique, Wilson, John M., Wdowin, Jeanne and Ng, Clarence. (2021). Writing and writing motivation of students identified as English language learners. International Journal of TESOL Studies . 3(1), pp. 1-13. https://doi.org/10.46451/ijts.2021.01.01
Japanese students’ emotional lived experiences in English language learning, learner identities, and their transformation
Ng, Clarence. (2021). Japanese students’ emotional lived experiences in English language learning, learner identities, and their transformation. The Modern Language Journal. 105(4), pp. 810-828. https://doi.org/10.1111/modl.12739
A study into wellbeing, student engagement and resilience in early-adolescent international school students
McKeering, Phillipa, Hwang, Yoon-Suk and Ng, Clarence. (2021). A study into wellbeing, student engagement and resilience in early-adolescent international school students. Journal of Research in International Education. 20(1), pp. 69-92. https://doi.org/10.1177/14752409211006650
Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong : Measurement invariance and multigroup structural equation analyses
Ng, Clarence, Graham, Steve, Lau, Kit-Ling, Liu, Xinghua and Tang, Kit-Yi. (2021). Writing motives and writing self-efficacy of Chinese students in Shanghai and Hong Kong : Measurement invariance and multigroup structural equation analyses. International Journal of Educational Research. 107, p. 101751. https://doi.org/10.1016/j.ijer.2021.101751
Subject choice and perezhivanie in mathematics : A longitudinal case study
Ng, Clarence. (2021). Subject choice and perezhivanie in mathematics : A longitudinal case study. Educational Studies in Mathematics. 107(3), pp. 547-563. https://doi.org/10.1007/s10649-021-10050-3
Mathematics self-schema, motivation, and subject choice intention : A multiphase investigation
Ng, Clarence. (2021). Mathematics self-schema, motivation, and subject choice intention : A multiphase investigation. Journal of Educational Psychology. 113(6), pp. 1143-1163. https://doi.org/10.1037/edu0000629
Do children with reading difficulties experience writing difficulties? A meta-analysis
Graham, Steve, Aitken, A. Angelique, Hebert, Michael, Camping, April, Santangelo, Tanya, Harris, Karen R., Eustice, Kristi, Sweet, Joseph D. and Ng, Clarence. (2020). Do children with reading difficulties experience writing difficulties? A meta-analysis. Journal of Educational Psychology. 113(8), pp. 1481-1506. https://doi.org/10.1037/edu0000643
What kind of students persist in science learning in the face of academic challenges?
Clarence Ng. (2020). What kind of students persist in science learning in the face of academic challenges? Journal of Research in Science Teaching. 58(2), pp. 195-224. https://doi.org/10.1002/tea.21652
Writing motivational incentives of middle school emergent bilingual students
April Camping, Steve Graham, Clarence Ng, Angelique Aitken, John M. Wilson and Jeanne Wdowin. (2020). Writing motivational incentives of middle school emergent bilingual students. Reading and Writing. 33(9), pp. 1-30. https://doi.org/10.1007/s11145-020-10046-0
High school students' motivation to learn mathematics : The role of multiple goals
Ng, Chi-hung Clarence. (2018). High school students' motivation to learn mathematics : The role of multiple goals. International Journal of Science and Mathematics Education. 16(2), pp. 357-375. https://doi.org/10.1007/s10763-016-9780-4
Crafting an intrinsically motivating course environment for language learning: A Japanese pedagogical innovation
Ng, Chi-hung. (2016). Crafting an intrinsically motivating course environment for language learning: A Japanese pedagogical innovation. In In C. C. Ng, R. Fox and M. Nakano (Ed.). Reforming learning and teaching in Asia-Pacific universities pp. 275 - 296 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0431-5_13
Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region
Ng, Chi-hung, Nakano, Michiko and Fox, Robert. (2016). Globalised processes and their influences on university learning and teaching in advanced knowledge economies in the Asia-Pacific region. In In C. C. Ng, R. Fox and M. Nakano (Ed.). Reforming learning and teaching in Asia-Pacific universities pp. 3 - 25 Springer Science and Business Media. https://doi.org/10.1007/978-981-10-0431-5_1
Learners' goal profiles and their learning patterns over an academic year
Ng, Chi-hung. (2015). Learners' goal profiles and their learning patterns over an academic year. International Review of Research in Open and Distance Learning. 16(3), pp. 86 - 109. https://doi.org/10.19173/irrodl.v16i3.1951
Examining the self-congruent engagement hypothesis : The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year
Ng, Chi-hung. (2014). Examining the self-congruent engagement hypothesis : The link between academic self-schemas, motivational goals, learning approaches and achievement within an academic year. Educational Psychology. 34(6), pp. 730 - 762. https://doi.org/10.1080/01443410.2013.832151
Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong
Ng, Chi-hung. (2012). Redesigning academic essays to promote teacher reflection on selected issues of learning and teaching related to the current educational reform in Hong Kong. Teaching Education. 23(4), pp. 387 - 410. https://doi.org/10.1080/10476210.2012.705824
Teachers' perceptions of declining participation in school music
Ng, Chi-hung and Hartwig, Kay. (2011). Teachers' perceptions of declining participation in school music. Research Studies in Music Education. 33(2), pp. 123 - 142. https://doi.org/10.1177/1321103X11423598