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CRITICAL PEDAGOGY 2

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Robert Hattam

on 11 April 2015

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Transcript of CRITICAL PEDAGOGY 2

Prepared by
Robert Hattam


What is critical pedagogy?
It is through pedagogies that
education gets done. (Lingard, 2007, p. 247)

Unless we solve the pedagogy problem, all other efforts at reconstruction ... will be in vain. The curriculum is, in the final analysis, what teachers enact in classrooms. (Boomer, 1999, p. 136)

…. that there are different pedagogies [and] that these different pedagogies entail different outcomes .. [and hence] the task of the educator is to deliberate and make choices among these different [frameworks]. Hamilton, 1999, p. 148 (with minor edits)

1. Unless we solve the pedagogy problem, all other efforts at reform will be in vain. It is through pedagogies that education gets done.
2. There are different pedagogies that produce different effects/learning outcomes.
3. Invoking the term ‘pedagogy’, foregrounds the ‘why’ questions, and links educational practice explicitly to debates over purposes, and against defining teaching and learning to a prescription of methods or highly scripted approaches that undermine local interpretation.
4. ‘Critical’ pedagogy provides a discourse for thinking about how pedagogy might advance social justice in education.
5. ‘Critical’ pedagogy provides 2 inter-related discourses: (1) a vision about education and society, and (2) discourse on practice
6. In terms of vision, ‘critical pedagogy’ advocates for interrupting a socially reproductive function of schooling and for advancing a strong relation between schooling and democracy.
7. In terms of pedagogical practice, critical pedagogy advocates for and experiments with unscripted pedagogy, dialogic pedagogy, students-as-researchers, negotiating curriculum, student voice, ….


Unless we solve the pedagogy problem, all other efforts at reform will be in vain. It is through pedagogies that education gets done.

Thesis 1
There are different pedagogies that produce
different effects/learning outcomes.

Thesis 2
Invoking the term ‘pedagogy’, foregrounds the ‘why’ questions, and links educational practice explicitly to debates over purposes, and against defining teaching and learning to a prescription of methods or highly scripted approaches that undermine local interpretation.
Thesis 3
PREAMBLE
‘Critical’ pedagogy provides a discourse for thinking about how pedagogy might advance social justice in education.

Thesis 4
‘Critical’ pedagogy provides 2 inter-related discourses:
(1) a vision about education and society, and (2) discourse on practice

Thesis 5
In terms of vision, ‘critical pedagogy’ advocates for interrupting a socially reproductive function of schooling and for advancing a strong relation between schooling and democracy.

Thesis 6
In terms of pedagogical practice, critical pedagogy advocates for and experiments with unscripted pedagogy, dialogic pedagogy, students-as-researchers, negotiating curriculum, student voice, ….

Thesis 7
didactic
banking
explication
student-centred
dialogic
'productive'
Internationally, and in Australia there has been a long history of research in education focused on advancing democracy, social justice, and more recently environmental sustainability. For the past few decades this research has been framed in the field of Curriculum Studies, but the field has shifted recently with the emergence of what Green (2003) calls the ‘New Pedagogy Studies’ (p. 18). The term ‘pedagogy’ is a keyword in the field of education and increasingly in the related fields of cultural studies, media studies and social theory more generally (Morton & Zavarzadeh 1991).
The significance of curriculum and pedagogy studies, is also evident by the quality of internationally significant journals in our field, such as:
Pedagogy Culture and Society;
Discourse: studies in cultural politics in education,
Critical Studies in Education,
British Journal of Sociology of Education, Pedagogy,
Pedagogies: An International Journal, Curriculum Inquiry,
International Journal of Critical Pedagogy.
Full transcript