Making Pedagogical Adaptability Less Obvious

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In this article, I try to make pedagogical adaptability a bit less obvious. In particular, I use some post-structural philosophical ideas and some concepts at the intersections of social class and race to re-interpret Dylan Wiliam's conception of formative assessment. I suggest that this interpretation can provide opportunities to resist the urge to treat adaptability as only a technical teaching practice; to experience adaptability as a dynamic, complicated, and reciprocal relationship between teacher and student, rather than something that only the teacher invokes; and to explore some of the complex ways in which adaptability is socially-classed in classrooms.

Original languageEnglish (US)
Pages (from-to)207-216
Number of pages10
JournalTheory into Practice
Issue number3
StatePublished - Jul 2 2016


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