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By Susan J. Deeley (auth.)

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As a result, we are socialised within our educational experience. Constructs can be made on our behalf by those in power, which suggests that education can be utilised as a form of social control. Indeed, the National Curriculum in England and Wales, as introduced by a Conservative government through the Education Reform Act 1988, established state central control over the content of what was to be taught in schools. It is through traditional pedagogy that the prevailing hegemony can be maintained.

Bannister and Fransella disagree with Piagetian theory of universal stages of human development in which 38 Critical Perspectives on Service-Learning in Higher Education the world is constructed, because this theory maintains a dualism between material and conceptual worlds. Social constructionism and personal construct theory maintain a belief in non-dualism, that is, the world and how we perceive it are interconnected. We may, of course, alter our constructs but this is no easy task. Kelly (1970, p.

Our understanding of the world depends upon a myriad of influences: social, cultural, economic, political, and historical. Vygotsky believes that learning is based in, and occurs through, the social world and our interactions with it. This concerns the notion of non-dualism, which A Theoretical Paradigm for Service-Learning 37 indicates a reciprocal relationship between the learner and the environment. As Burr (1995, p. 4) asserts, ‘[K]nowledge is sustained by social processes’ and is exemplified by its transference through language.

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