October 15/16, 07 - Agenda. Time Activity 8:30 Seminar: Students go directly to Seminar Rooms to start the class. 9:45 Announcements: - Reading Assignments - Seminar Reading Groups - Quote Cards - World Religions 9:30 Break 9:50 Lecture: Chapter 4: (Cpp. 27)
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Students go directly to Seminar Rooms to start the class.
- Reading Assignments
- Seminar Reading Groups
- Quote Cards
- World Religions
9:50 Lecture: Chapter 4: (Cpp. 27)
“Critical Perspectives on the Politics of Teaching
and Pedagogy“ (Barakett & Cleghorn) & Other sources.
11:15 End of Class
The Politics of Teaching:
Gramsci’s concept of hegemony:
Hegemonic aspect of ideology:
2. Appeals to a selective interpretation of the past & people’s commonsense assumptions about the world
Example - “The American Dream” (myth)
During the19th century:
Barakett & Cleghorn:
“When the institutionalized ways of doing things become part of the intrapsychic make-up of the individual, the system supports the dominant group.”
Intrapsychic:being or occurring within the psyche, mind, or personalityMerriam-Webster\'s Medical Dictionary, © 2002 Merriam-Webster, Inc.
Pedagogy: - the production of knowledge, identities, and values.
“Pedagogy [refers] to the integration in practice of particular curriculum content and design, classroom strategies and techniques, and evaluation, purpose and method. All of these aspects organize a view of how a teacher’s work within an institutional context specifies a particular version of what knowledge is most worth, what it means to know something, and how we might construct representations of ourselves, others, and our physical and social environments.”
Philosophical Documents in Education: by Reed, R.F. & Johnson, T.W. (2000)
“Freire’s thought represents the response of a creative mind and sensitive conscience to the extraordinary misery and suffering of the oppressed around him.”
Shaull (1972)- foreword to ‘Pedagogy of the Oppressed”
[*Of or relating to essence or the nature of being]
In order for students to comprehend truly the meaning of Chernobyl, they would probably need to discuss among themselves (with the teacher’s help) the effects of radiation on neighbouring grasses, vegetables, animals, and people, perhaps through generations.
Indeed, how could they grasp the threat suggested by Chernobyl unless they researched Hiroshima and Nagasaki; they might also inquire into the long-term effects of radiation exposure to Americans living near atomic testing sites in Nevada in the 1950’s.
Only then would student begin to comprehend the significance of a statement like “Chernobyl was the site of the first serious nuclear accident.”
Read & Johnson conclude by saying:
“Such a progressive approach to pedagogy is a far cry form the “banking” education so prevalent in educational institutions throughout the world.”
Theory of Liberation: - a view that educational practice could and should be emancipatory for all.
His theory of liberation called for:
Freire’s theory of liberation called for:
Praxis: - The combination of reflection and action.