RECLAIMING MATCH FROM THE CRITICS OF PRIMARY-EDUCATION

This paper argues that primary education has been subjected to a sustained critique and that as part of this critique the concept of 'match' has been appropriated by critics. Given the power of the concept of 'match' when grappling with issues of primary pedagogy it should be rehabilitated for pedagogic purposes. In support of this endeavour two distinct traditions in the use of the concept are identified, the 'developmental' and the 'curricular'. In both traditions the significance of 'mismatch' is identified. The authors argue that this concept is a theoretical object that has been employed to question the professional judgment of teachers. In response to these challenges a third usage of 'match' is presented which remains close to classroom contexts and addresses issues of theorised practice. Drawing on recent research employing a Vygotskian approach to teaching and learning the authors locate a rehabilitated conception of 'match' in a social constructivist framework.