出版社：Universidad Distrital Francisco José de Caldas
摘要：The notion of pedagogies is a multi-dimensional and emergent construct built within the interplay(s) of pedagogical components (i.e., technology, pedagogy, and content) and changing pedagogical contexts of society, economy, education, and science and technology, to name a few. But the traditional/existing pedagogical frameworks fail to see the interplay between the components and the changing contexts of pedagogies. The traditional/existing pedagogies seem to be static and one-dimensional that either they exclusively focus in the components or in the contexts only. In this paper, I call for rethinking the traditional/existing pedagogies and framing them as “emerging pedagogies” so as to capture the emergent and multi-dimensional nature of pedagogy within the currently evolving pedagogical contexts of networked knowledge society, knowledge economy, diversity-oriented democracy, and digital literacies. Highlighting the strengths and weaknesses of two major pedagogical frameworks – i.e. “technological pedagogical content knowledge” (TPCK) and multicultural education (MCE), I offer a theoretical discussion for emerging pedagogies as a concept and as a practice. A recommendation is made for future research and theories pertaining to the emerging pedagogies.
