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Brookfield and hooks

Links between the methodologies and theories within the works of Paulo Freire
by

Danielle Schlosser

on 9 November 2012

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Transcript of Brookfield and hooks

Paulo Freire bell hooks Stephen Brookfield Paulo Freire's Influence on the works of
bell hooks and Stephen Brookfield "Paulo was one of the thinkers whose work gave me a language" - hooks 3 Concepts of Freire's "Popular Education" found within the works of hooks and Brookfield 1. Critical Reflection 2. Peer-to-Peer Instruction 3. Learner Centered What is Self-Reflection?
process relying on thinking, reasoning, and examining ones own thoughts
allows educators to see where their (or their peers) techniques went wrong, and how they can be improved upon
aids in creating goals on what can be improved
also critical for learners so they can understand specific elements of their journey Popular
Education "to look at what we do from as many unfamiliar angles as possible" - Brookfield "gaining new perspectives on our practice and questioning assumptions that we did not even realize we had are always emotional experiences" - Brookfield " (through reflection) become more aware of issues of power and control in our classrooms" - Brookfield What is peer-to-peer instruction?
a form of discussion that enables students to be more engaged in their own learning
enables students to learn from their peers
provides an opportunity for students to learn more about their cultural identity while also learning about others "the experts on learning are often the learners themselves" - Brookfield "students should come to see each other as resources who can help with learning difficulties" - Brookfield What is Learner Centered?
enables learners to play a more active role in their own learning experience through engaging them to have input in a variety of decisions
course syllabus
class ground rules
learner participation expectations "learning contracts give students
a sense of control" - Brookfield "reflecting on my own work in feminist theory, I find writing - theoretical talk - to be most meaningful when it invites readers to engage in critical reflection" - hooks "the emphasis on creating in classrooms learning communities where everyone's voice can be heard, their presence recognized and valued" - hooks "welcoming the opportunity to alter our classroom practices creatively so that the democratic ideal of education for everyone can be realized" - hooks "Freire's emphasis on education as the practice of freedom made so much sense to me" - hooks "we inhabit what Freire calls a condition of magical consciousness" - Brookfield "Paulo Freire has tried to avoid the sterility of much academic writing by relying increasingly on transcriptions of his letters and of his conversations with other educators. As he says, speaking rather than writing a book induces 'a certain relaxation, a result of losing seriousness in thinking while talking. The purpose is to have a good conversation but in the sort of style that makes it easier to read the words' " - Brookfield (quoting Freire) "it (collective listening to one another) helps to create a communal awareness of the diversity of our experiences and provides a limited sense of the experiences that may inform how we think and what we say" - hooks References

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: NY: Routledge Paulo Freire's impact on "Popular Education" will continued to be recognized for years to come Brookfield and hooks are just two of the many people whose pedagogical work has been impacted by Freire The combined work of these three educators have been essential to adult education Brookfield's Four Critically Reflective Lenses
1. Our autobiographies as teachers and learners
2. Our students' eyes
3. Our colleagues' experiences
4. Theoretical Literature Viewing what we do through these lenses alerts us to those distorted or incomplete aspects of our own assumptions Brookfield's use of a "troubleshooting period"
devoted to matters of process rather than content
reserved for talking about how the course is going, and how it could be improved
time to raise any concerns that learners might have Critical Reflection, Peer-to-Peer Instruction, and Learner Centered are three important concepts of pedagogy that Freire helped to unravel through Popular Education These concepts will continue to evolve, as the needs and demands of learners are evolving as well
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