Critical Pedagogy And The Everyday Classroom

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

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Reading Nature- experienced teachers’ reﬂections on a teaching sequence in ecology: implications for future teacher training

Nordic Studies in Science Education ◽

10.5617/nordina.415 ◽

2012 ◽

Vol 2 (3) ◽

pp. 67-81 ◽

Cited By ~ 2

Author(s):

Ola Magntorn ◽

Gustav Helldén

Keyword(s):

Teacher Training ◽

Primary Schools ◽

Primary Teachers ◽

Natural World ◽

Ecological Literacy ◽

Cd Rom ◽

The Everyday ◽

Material Cycling ◽

Everyday Classroom ◽

Previous Learning

This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept ‘reading nature’ has to do with an ability to recognise organisms and relate them to material cycling and energy ﬂow in the speciﬁc habitat which is to be read. It has to do with the natural world that we face outside and the tools we have are our experiences from previous learning situations both in and out-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequences from a primary class studying a river ecosystem. Perceptions that teachers held were found to be supportive but complex and varied regarding the possibilities and advantages of implementing this type of teaching design in the everyday classroom. The paper ﬁnishes by identifying some implications for teacher training to support ﬁeldwork and ecological literacy in primary schools in the future.

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Conclusion

Fast Food Kids ◽

10.18574/nyu/9781479842704.003.0007 ◽

2017 ◽

Author(s):

Amy L. Best

Keyword(s):

Critical Pedagogy ◽

Public Space ◽

Food Consumption ◽

Well Being ◽

Community Empowerment ◽

Student Centered ◽

Food Literacy ◽

Wide Range ◽

The Everyday ◽

Industrial Food Production

This concluding chapter considers how we might think about youth food consumption, as a sphere of social meaning constituted in the everyday spaces of school, home, and commercial realms, and its relationship to our democratic future. It suggests that schools should move beyond conventional nutritional education and focus on critical food literacy. This entails a broader curricular project that enables students to engage the wide range of concerns relating to health and diet, environment and sustainability, industrial food production and food origins, well-being, community empowerment, and public space. A critical food literacy program is expansive in scope; builds on school, nonprofits, and community partnerships; and advances a critical pedagogy where learning is student centered. Since young people's struggles for autonomy and claims of cultural authority are often sought in the consumer sphere, critical food literacy is especially important.

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