This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project at the University of Cambridge, the book features nine vivid case studies (from Year 1 to Year 11) that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.
- Why do some teachers insist on teaching without recourse to judgements about ability?
- What are the key principles on which they draw as they organize and provide for learning?
- What is the significance of their alternative approach for classrooms in the 21st century?
The authors analyze these case studies and identify the key concept of transformability as a distinguishing feature of these teachers' approach. They construct a model of pedagogy based on transformability: the mind-set that children's futures as learners are not pre-determined, and that teachers can help to strengthen and ultimately transform young people's capacity to learn through the choices they make. The book shows how transformability-based teaching can play a central role in constructing an alternative improvement agenda.
This book will inspire teachers, student teachers, lecturers and policy makers, as well as everyone who has a stake in how contemporary education and practice affect children's future lives and life chances. [via]