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Critical Reflection - Freire

Allison's portion of the project
by

Allison Whitmore

on 2 March 2011

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Transcript of Critical Reflection - Freire

Paulo Freire's
Social- Emancipatory Philosophy Two Frameworks of Learning Teacher Students Knowledge What thoughts/concerns do you have about your Masters Education? Levels of Awareness A Magical, fatalistic consciousness
An external force,‘Fate’, controls everything
Nothing is questioned, nothing can be changed Least Aware Mid-level Awareness Moderate sense of life's controls
Start questioning things Most Aware = Critical Consciousness In-depth understanding of life’s controls
Actively work to construct a more just reality Critical Consciousness’ ultimate goal is liberation, or praxis:
“The action and reflection of men and women upon their world in order to transform it” (Freire, 2000, p.60) Through critical reflection, the learner becomes aware of oppressors and becomes part of social change “Freire (1970, p. 61) points out that those who are alienated are considered “marginal,” “a pathology of the healthy society... The truth is, however, that the oppressed are not ‘marginals,’ and not men [sic] living ‘outside’ society. They have always been ‘inside’ - inside the structure which made them ‘beings for others.’ The solution is not to ‘integrate’ them into the structure of oppression, but to transform that structure so that they can become ‘beings for themselves’” Reflection vs. Critical Reflection Reflection: Critical Reflection: Brookfield says: "to be considered critical it must have as its explicit focus uncovering and challenging the power dynamics that frame practice and uncovering and challenging hegemonic assumptions." Dewey (1933) defines it as “active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends” Presentation Outline Mini-Play Introduction
What is Critical Reflection?
Habits of the Mind (Mezirow)
Activity - Personal Reflection
Hegemonic Assumptions and Power Dynamics (Brookfield)
Activity - Scenario Analysis
Social- Emancipatory Philosophy (Friere)
Activity - Class Discussion
Mentoring (Daloz)
Conclusion Critical Reflection Philosophical: social norms, customs individual philosophy Habits of
Mind Epistemic: Sociolinguistic: Aesthetic: Moral/Ethical: Psychological: relates to knowledge, how we acquire, learn and use it values, attitudes moral norms self-concept, personality traits Personal Reflection Please spend a few minutes trying to complete as many of the following sentences as you can. Just say or write the first thing that comes into your head. If you're stuck on any of them then just move on to the next one. The exercise works best when you have at least 3 or 4 sentences completed.
What I'm most proud about in my work is my ability to ............. I know I've done good work when ......
What I would most like my colleagues to say about me when I'm out of the room is .....
The colleagues I admire most are those who are able to .........
The mistake I've made that I've learned the most from was when .........
If I could give one piece of survival advice to someone starting a job like mine it would be ....... Mezirow's Forms of Reflections: Content Process Premise looks at the description of the problem

the beginning of the reflection looking at the strategies being used to solve the problem looks at the problem itself

it is this from of reflection which leads to change Reflective Questions Mezirow suggests that adult learning must :
have the capacity to be critically self-reflective
exercise reflective judgment

“These adult capabilities are indispensible for fully understanding the meaning of our experience and effective rational adult reasoning in critical discourse…”

Adult development can be seen as a “learning process through expanded awareness, critical reflection, validating discourse and reflective action ….” Recognizing
Critical Thinking leading to contextual
awareness Perceive alternatives leading to
reflective skepticism Involves analysis
& action Critical Thinking can be both... Liberating and threatening THE CRITICAL THINKING PROCESS Discover the assumptions
Check the accuracy of these assumptions
Explore many different perspectives
Act on informed decisions Scenario Analysis Activity In 6 groups, Read the scenario & answer questions (20 min.)
Class discussion "Though aided and abetted by science,
mentoring clearly emerges as an art." Uncover power dynamics & hegemonic assumptions A Final Thought Bargar, 1988 Mentoring Motivational Focuses on the motivations and developmental aspects of adult lives
Key theorist Laurent Daloz Laurent Daloz
Associate Director and faculty member of the Whidbey Institute in Clinton, Washington Higher education has the potential to sow the seeds of conscientization, understanding, insight, and transformation by fostering proactive thinking, incorporating multiple perspectives, and encouraging dialogue and construction of knowledge
(Daloz, 1990) Guiding Principles Engender trust
See student's movement
Give students a voice
Introduce conflict
Emphasize positive movement
Watch the relationship, not just the people What Do Mentors Do? They Support They Challenge They Provide Vision - Affirm validity of the student's present experience - Push students out of comfort zone - Help students look forward and form a dream - 1 presenter/group
- Share your findings to the 3 qustions Personal Reflection Now form a pair with someone at your table. Both of you will take turns in focusing attention on what each of you has written. This is how it works.

Person (A) will spend a minute or so speaking their responses to the sentences.

Person (B) will listen carefully and then tell person (A) what she thinks person (A)'s assumptions are.

These are the assumptions that she thinks person (A) has about the characteristics of a good practitioner and what good professional behavior looks like. The responses we make to these questions can tell someone a great deal about the assumptions we hold about good practice.

Spend about 10 minutes on this part of the conversation

Reverse the roles. Brookfield says: "to be considered critical it must have as its explicit focus uncovering and challenging the power dynamics that frame practice and uncovering and challenging hegemonic assumptions."
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