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Governance and Core Concepts of Critical Pedagogy
Transcript of Governance and Core Concepts of Critical Pedagogy
What are the core concepts
of critical pedagogy?
Core Concepts of Critical Pedagogy
Aims and Objectives
What is social justice?
What is an attitudinal disposition?
Explore core concepts of critical pedagogy, especially from Friere, and apply to a schooling context.
This will be achieved, in part, by considering the role of social justice principles and teacher attitudinal dispositions in implementing critical pedagogy.
Develop a more complex view of inclusive pedagogy; beyond technicist understandings of academic underachievement
Social justice is what faces you in the morning. It is awakening in a house with adequate water supply, cooking facilities and sanitation. It is the ability to nourish your children and send them to school where their education not only equips them for employment but reinforces their knowledge and understanding of their cultural inheritance. It is the prospect of genuine employment and good health: a life of choices and opportunity, free from discrimination. MICK DODSON, Annual Report of the Aboriginal and Torres Strait Islander Social Justice Commissioner, 1993.
The role of indigenous knowledge
Identifying sources of power
Political nature of education
Understanding the politics of knowledge
Justice and equality in education
The rejection of economic determinism
Goal of schooling is to lessen human suffering
End of "banking system of education"
Change in relationship between student and teacher
Teachers as researchers
Education must promote emancipation and intellectual growth
Education meeting the needs of new colonialism
A cycle of critical praxis must be established
The idea of hegemony
An attitudinal disposition may be seen through your actions, opinions and the way you think that shows a particular disposition.
Critical Praxis and the role of the teacher
Kincheloe states that "one of the key objectives of critical pedagogy is to allow students to gain the neccessary social skills to allow them to actively participate in a transformed and inclusive democratic community."
A common assumption regarding academic underachievement
The "... historical and present-day academic underachievement of certain culturally and linguistically subordinated student populations... is often explained as resulting from the lack of cognitively, culturally, and/or linguistically appropriate teaching methods and educational programs. As such, the solution to the problem of academic underachievement tends to be constructed in primarily methodological and mechanistic terms dislodged from the sociocultural reality that shapes it. That is, the solution... is often reduced to finding the "right" teaching methods, strategies, or pre-packaged curricula that will work with students who do not respond to so-called "regular" or "normal" instruction." (Bartolome, 2009, pp 338)
Towards a Political Clarity and a Humanizing Pedagogy
Teaching 'Others' critically
How will you generate curricula, classroom social practices and organisational structures for an ethical community?
How will you give your students opportunities to advance the democratic possibilities of Australian society?
“Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. ” (Freire, 1970)
“To affirm that men and women are persons and as persons should be free, and yet to do nothing tangible to make this affirmation a reality, is a farce.” (Freire, 1970)
Core Concepts in Critical Pedagogy-
Critical Differences, a critical pedagogy perspective on inclusive education
Placement advice and Professional Experience Guidebooks
Want to boost your skills, put your principles into practice and form a relationship with schools who will employ you?
Teaching is not neutral: technical expertise and mastery of content are not sufficient; teachers must confront and challenge our own social biases
Deficit models are damaging (subordinate student groups don't need 'fixing')
All pedagogy should be implemented critically (not as a recipe)
Students ought to be treated respectfully and viewed as active and capable subjects in their own learning (not as 'objects')
Practice learning from and valuing student language and life experiences
Work to create innovative, student-centred activities that are also academically rigorous; e.g. cooperative learning, reciprocal teaching, whole language approaches, process writing, and use framing devices eg graphic organisers,
Ensure teaching practices are culturally responsive and incorporate democratic negotiation of power relations that work to apprentice students to become capable insiders of academic discourse