Scaffolding in teacher-student interaction: a decade of Research

Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made

Class in education: knowledge, pedagogy, subjectivity.

In contemporary pedagogy, "class" has become one nomadic sign among others: it has no referent but only contingent allusions to similarly traveling signs. Class, that is, no longer explains social conflicts and antagonisms rooted in social divisions of labor, but instead portrays a cultural carnival of lifestyles, consumptions, tastes, prestige and desire, or obscures social conflicts through technicist accounts of incomes and jobs. Class in Education brings back class as a materialist analysis of social inequalities originating at the point of production and reproduced in all cultural practices. Addressing a wide range of issues – from the interpretive logic of the new humanities to racism to reading, school-level curricula to educational policy – the contributors focus on the effects that the different understandings of class have on various sites of pedagogy and open up new spaces for a materialist pedagogy and critical education in the times of globalization and the regimes of the digital

Revolutionizing pedagogy: education for social justice within and beyond global neo-liberalism.

This book brings together a group of leading international scholars to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities along the axes of race, ethnicity, class, sexuality, and disability. Through critical engagements with contemporary theories of class and cultural critique, the book questions the inherited dogma that underlies both liberal and conservative and also social democratic approaches to teaching and makes a spirited case for teaching as a critical and revolutionary act

Going public with politics: fighting back against the pedagogies of neoliberalism.

What research/ knowledge is most valued/ devalued by Capital? Technological advances facilitate sharing/ accessing scholarly/ political work. (Castells, 2000; 2004). But what information is made available is constrained at various governmental levels. Neoliberal capitalist ideologies,policies and pracices narrow knowledge production and knowledge workers (Kelsh, Hill and Macrine, 2009). Research and education in the neoliberal age is not about authentic knowledge building it is about political knowledge reproduction (Giroux, 2005; 2006; Ebert and Zavardeh, 2007) and the reproduction of capitalist economy and society.(Hill, 2009a, b; Hill and Kumar, 2009; Hill and Rosskam, 2009). This paper is part of the fight back against neoliberal capitalist repression and its compression of knowledge and research