Picture of automobile manufacturing plant

Driving innovations in manufacturing: Open Access research from DMEM

Strathprints makes available Open Access scholarly outputs by Strathclyde's Department of Design, Manufacture & Engineering Management (DMEM).

Centred on the vision of 'Delivering Total Engineering', DMEM is a centre for excellence in the processes, systems and technologies needed to support and enable engineering from concept to remanufacture. From user-centred design to sustainable design, from manufacturing operations to remanufacturing, from advanced materials research to systems engineering.

Explore Open Access research by DMEM...

Citizenship education, truth and learning : some thoughts on professional deliberation

Adams, Paul (2006) Citizenship education, truth and learning : some thoughts on professional deliberation. Citized.

[img] PDF (I:\HASS-New\Central-Support-Teams\Res-Know-Exchange\RESEARCH\PURE and Strathprints\Staff Webpage update\Citizenship Education, truth and learning)
Citizenship_Education_truth_and_learning.pdf - Preprint

Download (111kB)


Through consideration of a classroom context observed as part of a PGCE student teacher’s professional development, reading as a learning activity is considered. It is proposed that ‘learning to read’ engages pupils in a critical social-cultural-political project. Through further analysis of a pupil response identified as ‘wrong’, learning in citizenship education is considered through the prism of realist and constructivist perspectives. Finally, current educational ‘good practice’ is identified as offering more than just ‘things to do in the classroom’; aspects are shown to be concordant with elements of constructivist thinking, thinking which potentially offers professionals a prism through which to examine practise. In short, this paper does not propose that teachers ‘become’ constructivist in orientation; rather it offers, as an example, how adopting various theoretical positions from which to deconstruct education can and does provide for alternative perspectives both on educational policy and personal-professional viewpoints.