Critical Pedagogy Chapter 1 & 2

Lisa HollenbeckEDU 500

1 February 2007

“Thinking, critiquing, or analyzing the way in which a teacher and

student interact in learning situations.” (Wink, pg. 1)

Influences on Pedagogy

• Your Personal Perspective• Human Relationships

– Student Needs– Family Needs– Society Needs

• Controlled Curriculum– Controlled Language/Thought

• High Stake Testing• Bilingual Education• Accountability• Corporate & Government Power

Diversity affects Critical Pedagogy

• “Diversity is advantageous to a healthier environment, broader thinking, and a better democracy”(Wink, pg 3)

• Items advantageous to Diversity:

– Location

– Perspective

– People

Why Diversity is Useful

• It is easier to challenge our personal assumptions with diversity present.

• It affects our instruction and impacts the theories we personally hold.

• It provides sources to develop and obtain new answers to new questions.

• It provides opportunity for sources of new theory to assist in our instruction.

• It provides opportunity for personal growth in seeing student success in new ways.

To succeed using Critical Pedagogy

teachers need

• To Learn, Relearn, & Unlearn through– Listening– Learning– Reflecting– Acting

To Listen

• During the instruction process listen to your teaching, students, parents, peer educators, sources outside your immediate environment, and the results of student instruction.

To Learn

• Learn what results occur from your instruction through your observation, listening and assessments.

To Reflect

• Assess – teacher instruction– student response in participation and

achievement– Other individuals opinions about instruction &

learning– student final assessment results

To Act

• Reorganize teacher instruction– Classroom Management

– Pacing

– Teaching techniques and strategies

– Reorganize teaching units and/or order of introducing materials

– Change parts of lesson to gain experience/different results

– Continue with consistent instruction and reinforcement

– Listen, Learn, Reflect, and Act again

The Process of Critical Pedagogy “to name, to reflect critically, to act”(Freire, pg.3)

• To Name – Define questions, which you currently have about teaching & learning

• To Reflect Critically – relearn material you have previously learned and see new ways to approach

pedagogy.

• To Act – unlearn or introduce new material to answer your questions

Discussion Questions• What do you feel are the top two influence on pedagogy today and why? How can we best

meet needs of students in these areas and provide quality teaching and learning?

• A teacher is relocating to a different location, which is less diverse or more diverse, than what they have been exposed to in their past.

– Chart the contrasting and similar struggles teachers may find in the teaching and learning process in each situation?

– What might a teacher need to learn, relearn, or unlearn in these situations?

• Use the influences of pedagogy when answering this question

– Personally Perspective

– Student Needs

– Family Needs

– Society Needs

– Bilingual Education

– Corporate and Government Power

– Controlled Curriculum

– Controlled Language and Thought

– High Stake Tests

Bibliography

• Wink, J (2005) Critical Pedagogy: Notes from the Real World. (3rd ed.). United States: Pearson Education, Inc.

• Google Book Search Teachers as Cultural Workers: Letters to those who dare teach by Paul Freire book preview. Retrieved January 27, 2007, from http://books.google.com/books?hl=en&lr=&id=2cYniU6FkVYC&oi=fnd&pg=PA1&sig=ntNQkRM2MEKRJcEuFcXT0G6vYC0&dq=%22Freire%22+%22Teachers+as+Cultural+Workers:+Letters+to+Those+Who+Dare+...%22+#PRA3-PA17,M1