My pedagogy

Hello. Hello. Uh, so this is my education philosophy getting into first.

What do I think of education? I think education is a public good.

I think it's an equalizing force.

Uh, that said, I also think that is available,

which is that I think it is not intrinsically a public good.

It's not intrinsically equalizing force.

I think currently

it is not serving everyone.

And there are some reasons why I think that it's family.

Specifically,

I think the pedagogy that are used in a

lot of classrooms don't help students functional is,

um, being the primary one.

I think that whether or not a lot of schools would say that they're functional,

I think this is sort of the way that a lot of schools work in society.

They see themselves sort of just in

between between childhood and becoming a worker,

and that school is about finding where your role in the workforces,

that's not something I agree with.

I don't think that society should be about specifically

the problems that I have with functional is,

um is that I think ignores capital in all forms.

I think that it says education, vacuum and claims neutrality.

Our readings and cultural capital segregation along

race income stress created by the distance of

teaching in school versus lived experiences have let me not to agree with or want

to utilize this philosophy and highlight some of those readings that I feel like a

really good job of pointing out that school does not exist in the vacuum,

the reality of the outside world and social

injustices that people face do affect schooling,

and we cannot pretend that they don't.

And so this is something that I want to avoid, which is why it's red.

I want to keep in mind, but I don't wanna do it.

Similarly,

the banking model I know the banking model isn't necessarily a practice pedagogy as

much as it is a critique of the way that a lot of,

uh, a lot of classrooms, I should say work.

But that's why I want to avoid it.

I don't want to see myself as a primary knowledge

holder who is just a positive information of students minds.

That's not something I want to be.

Um,

it's sort of one more thing touching on this I felt like symbolic

internationalism was a really good critique in a sense of functional is,

um, that it's sort of points out the primary issue of it,

which is that you're creating these roles for students,

and then their interactions are practiced on each other

and throughout their school life through the curriculum,

and they think that that's where they should be.

Um,

I think a reading that really kind of brought this together was the one from week to,

um, classmates did a really good presentation on that.

Talked about the way that kids and affluent schools feel like

they can kind of talkback teachers and have discussions with them,

whereas kids and less affluent schools feel as though

they're just they're kind of clock in here,

what they need to hear, do what they need to do and get out.

Um,

and I think that symbolic internationalism is making a

really good point about the reality of functional is,

um, as this sort of force that's just creating and enforcing roles in society.

Um,

so moving on the things that I want to do, I thought the conflict paradigm was great.

I really enjoyed it's critique, and I really enjoyed it.

Says we should be, uh, what we should be avoiding.

Which is to say that you know,

we shouldn't be using school or something to just reinforce the same social, um,

elites in the same, you know,

the same form of capital over and over again.

I think that it's a good critique to say that is reporting capital,

cultural capital,

not intelligence and also the conversations that had about like

on a roll versus remedial and how those tracks kind of

the way that

lower class people are treated,

Um, in the sense that, like you can have more like free thought.

You know, it's not necessarily about your grammar. It's about your content.

And then in the middle class is very strict, regimented kind of ideas. Um,

I just I think I also definitely did see myself as a kind of a neo-marxist in this.

But I said Neo-marxist realism because as much as I

do think that schools served the interest of capitalism,

I don't think that we need to wait for capitalism to be

overturned before we can solve the problems in our education system,

because we'll be waiting a very, very long time

so well, I think that might be the ideal way to solve it.

Um, we're not there, and we're not going to be for a long time.

So we need to figure out other ways to try and work

within the system to create a better future for our students.

Which brings us to some of the other ideas, like critical pedagogy.

Critical pedagogy was also one that I really, really liked. I had

a couple of quotes from this just because I thought that they were super good.

Um, I think that, like, this idea that, you know,

it should be about creating it should be

about teaching about the complex relationships between power,

you know,

the institutions that were in and teaching kids the civic responsibility of kind

of finding and seeing this information

and understanding that there are power structures

that are trying to sell you

a certain perspective and understanding that perspective

and whether or not you agree with it or disagree with it.

Um, I got a couple more of them because I just I really love a lot of these quotes. Um,

and I also highlighted quote from one of our first week articles,

the the middle of the meritocracy.

Excuse me,

because I thought that it had a really good job of kind of.

I feel like It highlighted,

agreed with the critical pedagogy in the sense that it's kind of saying like, Yeah,

when you don't point out the social issues that are happening in the world,

these students notice and it affects them and it causes them

to have a lower self-esteem and do more risky behaviors,

you know,

because they see the society is equal and you're

not talking about your pretending that it's equal,

You know,

you're doing that functional this thing and just pretending education exist in

this vacuum and everybody's on an even playing field and they're not.

So I think that we do need to make sure

that students understand that the world isn't perfect right now.

And I think that's a really cool idea that school should be

this thing that helps them make the world a better place,

that you know that that's kind of what it's about,

Um,

and into that I also agree with decolonization.

I think that decolonization in the classroom is a super super important concept,

reimagining knowledge holders,

making sure that I'm remembering alternative view points,

all subjects and interrogating common sense subjects.

That was something that I really enjoyed. Uh, there's a middle school math

unit,

and one of the things that my teacher always said to me was,

It's not intuitive when she was talking about, you know,

the kinds of things that a lot of people who

are good at maths assume just really easy to understand.

You know, it's not intuitive that negative numbers are, you know,

are less than a whole number because they might look the same.

It's not intuitive that the little number that goes above you know,

when you carry that, when you carry a number, it just makes sense.

They're so and that applies to so many things.

Other than that,

there's so many things about schooling and the way that

we judge people in schooling that are not intuitive.

And so I wanna make sure to try and interrogate things that I,

as a white male in society,

might consider common sense and wonder whether or not they're common sense or if I am

just informed on them because I've been given

the cultural capital to know it intrinsically,

Um and I've highlighted the same quote that I had from my other paper,

which I just thought I had such a good job of,

kind of summarizing what educator should try to be doing decolonization.

I am getting way over time here,

so obviously I don't have time to read a lot of these quotes,

but I just I want to include them to talk about the parts that are sticking in my brain,

moving on from there to culturally relevant pedagogy,

which I thought was is another one that's super important to try and

keep in mind just this idea that you have to have teachings,

they're culturally relevant.

You know, when I was teaching and

something that I thought was really cool is that there's a

lot of kid's books from a lot of different perspectives.

You know, there's basically no matter what culture you're coming from,

you could find a kid's books that might

represent that place where you're coming from.

You know, there were some about living, you know, in South Africa,

there was something about being a Muslim living in a city.

There are some you know,

there's all these different ones that are kind of kind of

talking about lived experiences of people that aren't just me.

Um and I think that's really important for

students and to try and present teaching perspective.

I also highlighted the P. P s hip hop literature here.

That was something that I talked about another class,

or that I heard about another teacher that I was volunteering with

staff meeting.

And somebody who's teaching the hip hop literature class kind of

talked for a little while about his experience with some students.

And I thought that was super cool. And I felt like that kind of fit into the cultural

pedagogy concept of you know, not just

what's generally assume to be appropriate cultural capital.

Um, lastly, I really love inquiry based education. It's student led treats.

Nothing intuitive like I was talking about.

It considers guiding discovery as teaching as sort of the basis.

So it's the students are sort of the ones who are leading things,

and you're just trying to kind of guide them along these paths because it

reinforces the ways that they can learn and and and they remember better.

You know, because if they discover these things,

it's going to stick with them as opposed to me.

Just kind of regurgitating it to them.

Um, I could talk about this for so much longer, but I'm so over time.

So we're just gonna run right to what is the whole of these parts?

And I'm just gonna read this.

It is my hope that I will be able

to approach teaching with a critical and cultural pedagogy

that utilizes inquiry based methodologies with concepts of decolonization

and varied ways of doing in the forefront.

I want to recognise the socioeconomic influences upon students' lives and provide

a safe space for them to critically engage with society and themselves.

While I seek to understand the various cultures present in my classroom,

I want to teach students to recognize systems of power and be agents of

change to give them the knowledge and tools to build a better society.

Um

and so that's kind of a very long,

very short version of what my education philosophy is.

Sorry,

this is almost 10 minutes. I hope you like it. And thank you for this class.

It's been a lot of fun

My pedagogy

Chapters

Audio TranscriptAuto-generated