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Title: How might poststructuralist ideas influence the teaching of 10 year olds?
Author: Gordo, Ivor
ISNI:       0000 0004 5371 8497
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2015
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This action research project examines my development as a philosophy teacher and the impact my lessons have had on a class of 10-11 year old pupils. My wish was to develop a style of philosophy that best fitted my epistemological outlook – an outlook informed by poststructuralism. This thesis chronicles my second year of philosophy teaching, during which I attempted to move beyond teaching philosophical thinking skills toward a philosophy that was inspired by my thoughts on post-structuralism. During the academic year 2009-2010, I took a Year 6 class (pupils aged between 10-11 year olds) for a series of weekly philosophy lessons. I did not have a clear idea of the direction the post-structuralist philosophy lessons would take, so I decided an action research project would help me to me make incremental improvements as the cycle progressed. The action research project consisted of three cycles with each cycle concluding in an action plan to further improve the poststructural dimension of lessons. A distinctive approach to teaching a post-structural influenced philosophy was developed. The findings of the study show that a poststructuralist influenced philosophy has much to offer practitioners who wish to explore the practical application of poststructuralism in a classroom.
Supervisor: Brunskell-Evans, Heather ; Goddard, William Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB Theory and practice of education