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Pedagogy of the oppressed
Transcript of Pedagogy of the oppressed
Culturally Sustaining Pedagogy
Pedagogy of the Oppressed-Freire
""Knowledge emerges only through invention and re invention, through the restless, patient, continuing, hopeful inquiry human beings pursue in the worlds with the world and with each other."
Culturally Sustaining Pedagogy- Paris
Socio-Culturally responsive education-Lee and Cerecer
"socio- culturally responsive (SCR) education encompasses more than simply incorporating language, cultural knowledge, and cultural perspectives into course curriculum; rather, it also implicates pedagogy, cultural values, educational and personal vision, teacher preparation, school climate, and assessment" (pg. 199)
"While youth advocated for SCR curriculum, they also argued for building better teacher-student relationships in school settings as a part of embodying a SCR pedagogy." (pg. 203)
" Students were interested in learning more about how their teachers lived life, illuminating how students were interested in establishing relationships that were reciprocal rather than one-sided." (pg. 203)
Why do you think we showed you this video?
What did you take away from it?
Teachers assume students are passive, take all control, determine what will be learned, and “fill” students with pre-selected information
(a) the teacher teaches and the students are taught;
(b) the teacher knows everything and the students know nothing;
(c) the teacher thinks and the students are thought about;
(d) the teacher talks and the students listen-meekly;
(e) the teacher disciplines and the students are disciplined;
(f) the teacher chooses and enforces his choice, and the students comply;
(g) the teacher acts and the students have the illusion of acting
through the action of the teacher;
(h) the teacher chooses the program content, and the students
(who were not consulted) adapt to it;
(i) the teacher confuses the authority of knowledge with his or
her own professional authority, which she and he sets in oppo
sition to the freedom of the students;
(j) the teacher is the Subject of the learning process, while the
pupils are mere objects.
-page 54, Pedagogy of the Oppressed
Intentionality- embodies communication
Being conscious of consciousness. and understanding your students
Allow for creativity and dialogue
Open dialogue when teaching is occurring
Teacher and students teaching one another
"the role of the problem posing educator is to create with the students, the conditions which knowledge is learned." (61)
When thinking of problem posing education, what are the pros to allowing this form of education in your classroom and how will the students react to this form?
Debate:--> Which approach to education is best? Choose one, both, or neither.
According to Freire, banking education is to break down the people within the existing establishment by influencing them to accept the status quo of the dominant society. How does this negatively affect student’s creativity and excitement about school?
Freire believes that since students tend to not ask questions in the classroom, how do you encourage students to ask questions and apply themselves in
"It is quite possible to be relevant to something or responsive to it without ensuring its continuing presence in a student’s repertoires of practice " (pg. 95)
"culturally sustaining requires that our pedagogies be more than responsive of or relevant to the cultural experiences and practices of young people—it requires that they support young people in sustaining the cultural and linguistic competence of their communities while simultaneously offering access to dominant cultural competence"
Paris raises the question, what is the purpose of school in a pluralistic society. How has this changed/developed overtime? How would Paris' idea help form a more equitable education system than we have had in the past?
"Funds of Knowledge"
"Moll and Gonzalez “use the term ‘funds of knowledge’ to refer to historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” " (pg. 94)
Culturally Relevant Pedagogy
Ladson-Billings called for “a culturally relevant pedagogy that would propose to do three things—produce students who can achieve academically, produce students who demonstrate cultural competence, and develop students who can both understand and critique the existing social order”
Paris' better idea
"Recently, however, I have begun to question if these terms are really descriptive of much of the teaching and research founded on them and, more importantly, if they go far enough in their orientation to the languages and literacies and other cultural practices of students and communities to ensure the valuing and maintenance of our increasingly multiethnic and multilingual society" (pg. 94)
How can we create a sense of belonging for all youth while still encouraging self-culture representation?
Could allowing students to engage in culturally relevant material in class become in issue with solving future problems?
Lee and Cerecer discuss socio-culturally responsive teaching, which is similar to Paris culturally sustaining pedagogy. Yet, Lee and Cerecer focus a lot more on student teacher relationship. How can we take this model and build trust within the student teacher relationship?
How has your goal of teaching broadened after reading the ideas of Freire, Paris, Lee and Cerecer?