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Pedagogy Lost and Regained

Pedagogy Lost and Regained Reviews Pedagogy: Disturbing History, 1819 – 1929. Edited by Mariolina Rizzi Salvatori. Pittsburgh, Pa.: University of Pittsburgh Press, 1996. Patricia Donahue Whatever attracts Mariolina Rizzi Salvatori’s attention, whether it is the trans- action between reading and writing, the hermeneutics of difficulty, or popular literacy, she explores with a deeply interrogative spirit. Her scholarly inquisi- tiveness drums with a steady beat, and nowhere is this more evident than in Pedagogy: Disturbing History, 1819 – 1929. In this important but underexam- ined book (it is, unfortunately, still not available in paperback), Salvatori answers three questions that have “disturbed” her for some time: why peda- gogy is widely derogated in American higher education; how it came to be viewed as the reproduction of a teacher’s knowledge; and by what mecha- nisms — institutional, ideological, and cultural — it is constructed as second- ary to and derivative of scholarship (60). This unusual, engaging hybrid col- lection includes personal narrative and theoretical reflection; it is the story of a quest, as private as it is professional, for pedagogy’s forgotten history. Salvatori’s book found its impetus in the perception of a difference. In the European tradition in which Salvatori was trained as an undergraduate, pedagogy http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Pedagogy Duke University Press

Pedagogy Lost and Regained

Donahue, Patricia
Pedagogy , Volume 3 (1) – Jan 1, 2003
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Copyright
© 2003 Duke University Press
ISSN
1531-4200
eISSN
1533-6255
DOI
10.1215/15314200-3-1-127
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Abstract

Reviews Pedagogy: Disturbing History, 1819 – 1929. Edited by Mariolina Rizzi Salvatori. Pittsburgh, Pa.: University of Pittsburgh Press, 1996. Patricia Donahue Whatever attracts Mariolina Rizzi Salvatori’s attention, whether it is the trans- action between reading and writing, the hermeneutics of difficulty, or popular literacy, she explores with a deeply interrogative spirit. Her scholarly inquisi- tiveness drums with a steady beat, and nowhere is this more evident than in Pedagogy: Disturbing History, 1819 – 1929. In this important but underexam- ined book (it is, unfortunately, still not available in paperback), Salvatori answers three questions that have “disturbed” her for some time: why peda- gogy is widely derogated in American higher education; how it came to be viewed as the reproduction of a teacher’s knowledge; and by what mecha- nisms — institutional, ideological, and cultural — it is constructed as second- ary to and derivative of scholarship (60). This unusual, engaging hybrid col- lection includes personal narrative and theoretical reflection; it is the story of a quest, as private as it is professional, for pedagogy’s forgotten history. Salvatori’s book found its impetus in the perception of a difference. In the European tradition in which Salvatori was trained as an undergraduate, pedagogy

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Pedagogy – Duke University Press

Published: Jan 1, 2003

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