Paulo Freire

2017 ◽  
Author(s):  
Peter Roberts
Keyword(s):  
Critical Pedagogy ◽  
Adult Literacy ◽  
Teaching And Learning ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
Literacy Programs ◽  
Peace Studies ◽  
Political Commitment ◽  
Wide Range ◽  
Approach To Teaching

The work of the Brazilian pedagogue Paulo Freire (1921–1997) has been extraordinarily influential. Freire’s ideas have been taken up not just by educationists, but also by scholars and practitioners in a wide range of other fields, including theology, philosophy, sociology, politics, women’s studies, nursing, counseling, social work, disability studies, and peace studies. In educational circles, Freire is regarded as one of the founding figures of critical pedagogy. He is best known for his adult literacy programs in impoverished communities and for his classic early text: Pedagogy of the Oppressed. As a writer, he was most prolific in the last ten years of his life. His work advances an ideal of humanization through transformative reflection and action, and stresses the importance of developing key epistemological, ethical, and educational virtues, such as openness, humility, tolerance, attentiveness, rigor, and political commitment. The themes of love and hope figure prominently throughout his work. Freire was opposed to authoritarian, technicist, and neoliberal pedagogical practices. He argued that education is a necessarily nonneutral process and favored a critical, problem-posing, dialogical approach to teaching and learning. While acclaimed by many, Freire also attracted his share of criticism. He responded to some of the key questions raised by others, while also leaving open a number of areas of inquiry for further investigation.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

scholarly journals Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited

2019 ◽  
Vol 7 (2) ◽  
pp. 14-27 ◽  
Author(s):  
Alison Cook-Sather ◽  
Sophia Abbot ◽  
Peter Felten
Keyword(s):  
Teaching And Learning ◽  
Reflective Writing ◽  
Pedagogical Practices ◽  
Scholarly Writing ◽  
Scholarship Of Teaching ◽  
Parallel Argument ◽  
Wide Range ◽  
Accessible Form ◽  
Pedagogical Approaches ◽  
Representation Of Knowledge

In a classic 2010 article, Craig Nelson critiques his own previously held “Dysfunctional Illusions of Rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson’s assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read SoTL publications. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, our four reasons for this expansion of legitimacy are: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.

Beckettian Pedagogies: Learning through Samuel Beckett

2020 ◽  
Vol 29 (1) ◽  
pp. 42-62
Author(s):  
Jonathan Heron ◽  
Nicholas Johnson
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Samuel Beckett ◽  
Alternative Pathway ◽  
Philosophy Of Education ◽  
Paulo Freire ◽  
Habits Of Mind ◽  
Scholarship Of Teaching ◽  
Ways Of Thinking

This essay considers what it might mean to learn ‘through’ Beckett, inaugurating a critical pedagogy that could be called ‘Beckettian’. By integrating existing strands of scholarship on Beckett and his relationship to education, the essay draws a distinction between the ‘practical’ and ‘biographical’ ways of thinking about Beckett and learning. This draws on previous work within the field, but also proposes a new vocabulary – derived from an interdisciplinary encounter with the scholarship of teaching and learning and the philosophy of education, especially ‘critical pedagogy’ – through which the possibility of ‘Beckettian pedagogies’ might be manifested. Recalling Beckett's biographers, his work's fundamental silence haunts most attempts to contain, explain, avoid or domesticate it. The essay proposes that a critical pedagogy of Beckett must be grounded in the concept of openness, especially in the notion that ‘void’ is a productive category, and in the embodiment of an evolving ecology of praxis. This alternative pathway reflects on the philosophy of education inherent within Beckett as an idea, engaging with ‘Beckettian pedagogies’ in an entangled sense of instruction, guidance and teaching with a particular focus on the latter in terms of the theory or principles of education. This move does not require abandoning existing traditions, but rather gathering them under new light, by placing the biographical Beckett (1906–89) in juxtaposition with the praxis of Beckett (ongoing) and the contemporaneous notion of critical pedagogy, as expounded by several scholars including Paulo Freire (1921–97). Beckettian pedagogies therefore remove dormant assumptions, habits of mind, and hierarchies that impede exploration to enable a move away from the curriculum, or toward a curriculum of unlearning and uncertainty, thereby disrupting the entrenched powers that Beckett saw fit to resist.

Education for Sustainability

2020 ◽  
Vol 9 (1) ◽  
pp. 5-23
Author(s):  
Megan Richardson
Keyword(s):  
Learning Strategies ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Education For Sustainability ◽  
Teacher Preparedness ◽  
Controversial Issues ◽  
Teaching And Learning Strategies ◽  
Approach To Teaching ◽  
Pre Service Teacher

This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is critical to encourage and support teachers in implementing meaningful and transformative EfS practices into their teaching It is widely recognised that establishing a democratic classroom environment and taking a student-centred constructivist approach to teaching and learning strategies, including the cooperative learning, questioning, discussion and an inquiry-based learning model, are the best suited processes and pedagogical practices for EfS.

scholarly journals The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

2021 ◽  
Vol 6 ◽  
Author(s):  
Jo Boaler ◽  
Jack A. Dieckmann ◽  
Tanya LaMar ◽  
Miriam Leshin ◽  
Megan Selbach-Allen ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Mixed Methods Study ◽  
Teacher Interviews ◽  
Approach To Learning ◽  
Wide Range ◽  
The Us ◽  
Approach To Teaching ◽  
Mathematics Teaching And Learning ◽  
Transformative Impact ◽  
The Impact

A wide range of evidence points to the need for students to have a growth mindset as they approach their learning, but recent critiques of mindset have highlighted the need to change teaching approaches, to transfuse mindset ideas throughout teaching. This shifts the responsibility from students themselves to teachers and schools. This paper shares a mixed methods study conducted across the US, that measured the impact of a “mathematical mindset teaching approach” shown to be effective when taught by the authors, scaled to teachers in 10 US districts. The effectiveness of this novel mathematics approach was measured using pre and post assessments during a summer intervention followed by measures of GPA change when students returned to schools. Both measures showed that a mathematical mindset approach to teaching significantly improves students’ mathematical achievement, and changes students’ beliefs about themselves and their approach to learning. Accompanying analyses of teaching and of teacher interviews give insights into the ways students change, highlighting the need to bring about shifts in students’ mindsets through a changed approach to mathematics teaching and learning.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

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