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- W1972602425 abstract "I was a little surprised to find myself cited in the pages of Curriculum Inquiry by James Heap as a representative of 'transmissionism' (Heap 1986). Heap was responding to Sara Delamont's rejoinder to his article 'Discourse in the Production of Classroom Knowledge: Reading Lessons' (Heap 1985; Delamont 1986). In that article he had claimed that English ethnography has adopted a transmissionist view of teaching. In other words it assumes that the point of teaching is to transmit knowledge to pupils that they do not already know, that this knowledge preexists the lesson, that it is composed of propositions, and that its transmission is under the control of the teacher. Heap claims that some Canadian work, and in particular the analysis in his own article, is an advance over this because it adopts a productionist approach. From this point of view the classroom must be seen as a locale in which knowledge is created, and that knowledge does not always consist of propositions. He shows that in the reading lesson he studied comprehension questions were designed to transmit what he calls a 'cultural logic'. In her response, Delamont accuses Heap of mistaking England for Britain, and of failing to distinguish between different ethnographic traditions within British sociology. Let me begin by saying that I found Heap's original article of great interest. However, while his approach is somewhat different to that of most British ethnographers, it is not as novel as he seems to think. The idea that school knowledge is simply what counts, or" @default.
- W1972602425 created "2016-06-24" @default.
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- W1972602425 date "1987-06-01" @default.
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- W1972602425 title "Heap and Delamont on Transmissionism and British Ethnography of Schooling" @default.
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- W1972602425 doi "https://doi.org/10.1080/03626784.1987.11075288" @default.
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