Why do some teachers insist on teaching without recourse to
judgements about ability? What are the key principles on which they
draw as they organize and provide for learning? What is the
significance of their alternative approach for classrooms in the
21st century? This book explores ways of teaching that are free
from determinist beliefs about ability. In a detailed critique of
the practices of ability labelling and ability-focussed teaching,
"Learning without Limits "examines the damage these practices can
do to young people, teachers and the curriculum. Drawing on a
research project at the University of Cambridge, the book features
nine vivid case studies (from Year 1 to Year 11) that describe how
teachers have developed alternative practices despite considerable
pressure on them and on their schools and classrooms.
The authors analyze these case studies and identify the key
concept of transformability as a distinguishing feature of these
teachers' approach. They construct a model of pedagogy based on
transformability: the mind-set that children's futures as learners
are not pre-determined, and that teachers can help to strengthen
and ultimately transform young people's capacity to learn through
the choices they make. The book shows how transformability-based
teaching can play a central role in constructing an alternative
This book will inspire teachers, student teachers, lecturers
and policy makers, as well as everyone who has a stake in how
contemporary education and practice affect children's future lives
and life chances.
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