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Non-formal Pedagogy: Epistemology, Rhetoric and Practice

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In this article we are concerned with ‘non-formal pedagogy’ as expressed in the practices and rhetoric used in actual non-formal educational activities. We first present an overview of non-formal educational theorizing as it appears in recent academic literature. We then analyse ethnographic recorded data on non-formal educational activities. For the analysis of the activities we use a conceptual triangle composed of three elements – epistemology, rhetoric and practice. We propose that these elements reflecting on each other shape the specific narrative of any pedagogy, ‘non-formal-pedagogy’ included.

We hope our study will make a modest contribution to a change of the situation described in current professional literature, in which research and theory in the area of non-formal education lag far behind experience in the field.
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Keywords: epistemology; ethnographic research; informal education; non-formal pedagogy; teaching strategies

Document Type: Research Article

Affiliations: Hebrew University of Jerusalem

Publication date: January 1, 2004

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    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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