Agenda Week of  Feb. 6th

Agenda Week of Feb. 6th PowerPoint PPT Presentation


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Critiques of Freire. Criticism was that his work is situation specificHis pedagogy is aimed at the liberation of oppressed population in underdeveloped nations. Critiques of Freire. The kind of oppression found in underdeveloped nations is not as common in developed nationsDomination and oppres

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Agenda Week of Feb. 6th

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1. Agenda Week of Feb. 6th/06 Surveys Announcements Lecture: Critiques of Freire & Chapter 5 Break Seminar: Hargreaves Article

2. Critiques of Freire Criticism was that his work is situation specific His pedagogy is aimed at the liberation of oppressed population in underdeveloped nations

3. Critiques of Freire The kind of oppression found in underdeveloped nations is not as common in developed nations Domination and oppression is more subtle in developed nations Freire’s theories apply but adjustments have to be made our unique historical and social context

4. Legitimization of Ideology Idea offered is that domination is legitimized through the dominant ideology Need to clarify how the legitimization of domination has been applied in schools

5. Legitimization of Ideology Authors feel that Freire’s notion of ideology needs further development to address the legitimization and socialization in modern industrialized countries Need to go beyond the material and psychological forces that sustain ideologies to include the historical forms of political and social life that produced them

6. Critiques of Freire Need to account for the organizational and mobilization capacities of the social groups and the related political forces Also need to look at further development of the dialogical communication to clarify the intended and unintended consequences of the hidden curriculum

7. Critiques of Freire Freire assumes that in battling oppression the oppress will move toward humanization Concern that the oppressed can become the oppressor once their conditions have been overcome

8. Critiques of Freire Freire’s response is that individuals must engage in self-critique and question their assumptions and practices in order to understand how their actions can also become oppressive Another criticism is that Freire creates an illusion of equity amongst the oppressed, in terms of their experiences and their preception of a more humane society

9. Critiques of Freire Oppressed cannot be considered homogeneous Individuals who are oppressed may experience within-group oppression which affects their vision of a humane society

10. CRITICAL PEDAGOGY The study of the relationship between power and knowledge. Critical pedagogy asks how and why knowledge gets constructed, and what the social functions of knowledge are.

11. CRITICAL PEDAGOGY Knowledge is socially constructed and deeply rooted in power relations When ideology is questions we come to understand which concepts, values, and meanings form our understanding of our place in the world.

12. Resistance Giroux, Weiler & Willis - work on youth subcultures resistance - demonstrates the application of critical pedagogy Youth subcultures effect student motivation, classroom management, academic standards, school discipline and safety Challenge is to harness the resistance and make it work for the school and thus the students remain in the school

13. Resistance This is done by allowing them a share in the power relations and giving voice to their experience - being able to contribute to the meaning of the knowledge Educators need to understand the reason for their emergence, the structure and the purpose of the subcultures in order to attempt to make allies in the learning process

14. Resistance Resistance: “Group or individual behaviour that is antisocial and counter to the values of the dominant group.” Any behaviour, passive or active, that goes beyond simply opposing one or many elements of a dominant group

15. Resistance Giroux (1983) - analysis of resistance includes the individual’s needs, history, and subjectivity as well as the individual’s ability to act, struggle, and critique on a personal and political level botho self and society. The opportunity to resist may lead some youth to a new consciousness and recognition regarding their place in social structure

16. Resistance Resistance must lead to change in hegemonic ideology (same sex marriage) Change will come about through a fully develop critical consciousness and result from praxis (reflection and action)

17. Resistance Praxis allows individuals to understand the limitations of the environment and to uncover the means to resist these very limitations Reflection should lead to some sort of action with an intent to transform and change the environment

18. Resistance Weiler (1988): By “naming, reading and knowing reality” the individual challenges the received vision of reality and appropriates a personal vision. Critiquing hegemonic ideologies through reflection-action-reflection can lead to social transformation Through this process students are taught to think critically and move towards liberation.

19. Alternative School Read the discussion on pages 78-84 Read the critique on pages 84-85

20. Feminist Pedagogy Gore - differences between critical and feminist pedagogy Two strands of Critical Pedagogy

21. Critical Pedagogy Emphasis on the articulation of a broad social and educational vision which aims to politicize teachers and students concerning social injustices and inequities 2. Focuses on developing explicit educational practices to suit specific contexts

22. Feminist Pedagogy Two strands of Feminist Pedagogy: Emphasis on the instructional aspects of pedagogy through women’s studies programs - what constitutes feminist pedagogy Emphasis on feminism(s) and theories of schools of education- focus on how gendered knowledge and experience are produced and transmitted

23. Feminist Pedagogy Both critical and feminist pedagogy are concerned with democratizing schools and society - however - feminist pedagogy deals specifically with gender oppression, self-reflection, and personal experience. Desire to create new set of criteria for what is considered to be knowledge rather than just adding to the existing knowledge

24. Feminist Pedagogy Gender-inclusive curriculum is seen as essential Gender-inclusive Curriculum: a curriculum that includes the writings and life experiences of women; their accounts of and interpretations of history.

25. Feminist Critique of Critical Pedagogy Freire does not consider inequality based on gender Needs to acknowledge the diverse identities and subjectivities produced by different social and historical conditions

26. Feminist Critique of Critical Pedagogy Research critiques to the institutional practice of teaching, the discourse of critical pedagogy, and the educational practice resulting from this discourse. Challenge critical pedagogists to re-examine how their own assumptions and thoughts affect their discursive practices

27. Feminist Critique of Critical Pedagogy Weiler - “teaching for change” - interject feminist theory as a natural part of teaching - course content, questions asked, and responses to students’ questions Two major constraints: Educational emphasis on order and control Institutional hierarchy

28. Feminist Critique of Critical Pedagogy Weiler - rather than dismiss critical pedagogy as “masculinist” - need to re-examine the assumptions underlying critical and liberatory classroom practices. Authors suggest that what is missing in both pedagogies is a clearly articulated vision of how their ideas translate into actual practice, especially in school settings where there is an entrenched established way of doing things

29. Chapter 5 Theories of Socialization Socialization: the lifelong learning process through which individuals develop their sense of self and become part of the social group they live in. Acquiring of knowledge, skills, values, norms and dispositions towards social roles.

30. Chapter 5 Theories of Socialization The way individuals take on ways of thinking, seeing, believing and behaving which prevail in their society’ In a complex society - social roles and obligations vary; they reflect differences in social class, ethnicity, race, and gender - along with the constant changes in society Agents of socialization: - family, school, peer groups, and media

31. Primary Socialization Primary Socialization: (pre-school years) Learning that takes place during the early years of a person’s life through interaction with primary caregivers (usually parents)

32. Primary Socialization Development of: language and individual identity Identity with ethnic or religious subgroups Learning cognitive skills and self control Internalization of moral standards Appropriate attitudes and behaviours for social interactions Understanding of social roles Gender identity and undestanding of masculine and feminine roles

33. Theories of Socialization Secondary Socialization: Socialization that occurs within the school through contact with peers, the media, and teachers Socialization originally referred to the process of eliminating children’s inherent unruly behaviours - now seen as more of a process of internalization

34. Theories of Socialization Internalization: A process by which individuals incorporate society’s norms and expectations into their own minds Functionalists - individuals react and respond to people and situations in their world according to sets of more or less structured situational responses

35. Theories of Socialization Parsons - school classroom a system that socializes and allocates individuals on a basis of criteria assigned by the larger society - differentiation of status occurs on the basis of achievement rather than ascription. Social reality is viewed as objective, external to and independent of the individual Socialization necessary to ensure the stability and functioning of the social system

36. Theories of Socialization Freud: Psychoanalytical theory - relies heavily on the biological factors to explain the development of identity, personality, and behaviour The minds irrational and subconscious features are the base of human behaviour

37. Theories of Socialization Early childhood experiences in the family determine adult socialization Child is born with the id but must progress through development changes in or to develop an ego and superego.

38. Freud Id: an individual’s biological or unconscious instincts that seek immediate gratification Ego: Controls ande checks the id - deals with the world in terms of what is possible - provides limits and direction to the id. Superego: The individual’s conscious - strives to regulate behaviour within acceptable social norms

39. Piaget Developed the cognitive perspective Emphasis on the development of perceptions and thought processes Behavioural standards are a result of the child’s identification with her/his parents and their communication of society’s rules through a system of reward, punishment and example Child’s mental efforts to organize their social environment Behaviour a collaboration of biological and environmental factors

40. Piaget Moral thought - children active learners - attempting to develop a sense of right and wrong Two levels of morality: Moral realism - attained between ages of four and seven - judges misbehaviour in terms of the consequences of the act Moral autonomy - achieved by ages seven to nine - concerned with the reasons for misbehaving

41. Piaget The development of morality is made possible through the maturation of cognitive ability, which evolves form the interaction between genetic capacities and social experiences

42. Social Learning Theory Social Learning Theory: A theory of learning that emphasizes the role of social interaction and social context. Notion of reinforcement and how it shapes behaviour to conform with the expectations of socialization agents such as parents and teachers Child a passive learner influenced by the rewards and punishements for appropriate and inappropriate behaviours. Children learn vicariously by observing and imitating the behaviour, beliefs, and norms held by those closest to them. Explained by theories of: Symbolic interaction, Phenomenology, and Interpretive Sociology

43. Mead Socialization occurs through the development of a “self” - depends on language and social interaction “Self”: Includes a “me”: - represents internalized societal attitudes and explanations Includes an “I”: - represents the spontaneity and individuality of the person

44. Mead Self - that which is an object of oneself = self is reflexive - takes into account the attitude of significant others Significant others: Individuals who influence a child’s development through constant interaction and through strong affective ties.

45. Mead The ability to look objectively at oneself depends on the acquisition of language - requires role-taking and role-playing Child able to play role of the other by imitating the behaviour of the other but does not understand this behaviour Role taking - the child understands the behaviour of the adopted role

46. Mead Child eventually takes on the role of the “generalized other” Child has learned “the rules of the game” Generalized other: a generalization based on what others think or do, acquired through socialization

47. Mead Thus individuals are “socially constructed” Socially Constructed: The construction of situations by individuals interacting.

48. Shultz Explains what occurs in the social interaction process Importance of examining the interpretive principles and methods that individuals use to make sense of a situation To understand social interaction we must uncover or make explicit the hidden facts of the interaction process - “intersubjectivity”

49. Shultz Intersubjectivity: Refers to the process in which individuals interpret the knowledge that they have accumulated through experience including the knowledge which has been transmitted by parents and teachers

50. Shultz Common sense knowledge or schemes of interpretation consist of institutionalized beliefs or constructs of typifications (social types) that help individuals understand the actions of others in similar situations.

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