By Noorbakhsh Hooti & Amin Davoodi
Read or Download A Postmodernist Reading of Henrik Ibsen’s Ghosts issue No. 4, 2011 PDF
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Extra resources for A Postmodernist Reading of Henrik Ibsen’s Ghosts issue No. 4, 2011
Young participants in learning situations clamber all over the scaffold, familiarising themselves with the terrain, choosing their own direction, imagining new images and constructions from different junctions on the scaffold. They take risks as they leap from level to level and swing out into space and leap from bar to bar of the scaffold, eventually finding a place to construct their representation while remaining aware of the habitation of other spaces in the scaffolded structure by their peers whom they can observe and draw upon as they create their products, solve their problems or carry out investigations.
Venus was all peaceful like a garden and Mars was like a war ground with guns around like Iraq and America. Terminating’ (Issaka). (Yr5-V) And they give life to a curriculum demand to construct a 3D useful object in design and technology incorporating manipulative skills and cooperation: ‘I am putting an antenna on my hat so it looks funny because it’s a funny hat. I like jokes. I’m going to make eyes and a mouth and I’m going to use bubble wrap as stiffener and pipe cleaners for the antenna with a bobble on the top’ (Callum).
In this way there is a gradual increase in control of the learning process by the participants through which they eventually take ownership of the fruits of their learning. This is the subject of the next chapter. 3 Ownership of knowledge Ownership of knowledge results when young participants learn for themselves, not just for the teacher, examiner or society. Knowledge becomes meaningful to them within their own personal frame of reference, not one dictated by external assessment. Learning activity is also internalised as being owned by them (Woods et al.
A Postmodernist Reading of Henrik Ibsen’s Ghosts issue No. 4, 2011 by Noorbakhsh Hooti & Amin Davoodi