Critical Pedagogy - Science topic

When fear is used as a tool for control, it often leads to a type of learning based on anxiety, conformity, and avoidance, rather than promoting creativity, critical thinking, or intrinsic motivation. This kind of learning can be superficial and limit the development of social and emotional skills, as students learn to fear the consequences instead of understanding and valuing knowledge.

The extent to which children lack access to education is primarily due to corrupt leaders in the affairs of governing system in for example Nigeria. Currently the rate of drop out students in various degree of education is alarming due to increase in school fees, bad economic, lack of job for both parents and guardians who are willing to assist their wards.

Children no longer have access to education because of failed promises from government. Students now engage in immoral behaviour, increase in arm robbery, fraudsters on the horizon, use of internet to become hackers... Once Government paid no attention to the needs of students, we can be sure that we will still have more dropouts than what we currently have in Nigeria.

Thank you!

Does an article have a DOI?

H mr.Taher

in my opinion there is too leval in the formation process, one with the class (closed system) with an autocratic methode to get the basic knowlege, the with a more dimocratic methode outside the class for the practical training (open system)

in my opinion; volunteer samples

Hi Pablo,

I agree with Michael's insights. Critical pedagogy is a philosophical and socially practical concept. In general, there are numerous theoretical roots and scholars. As teacher researchers, numerous scholars make collective endeavors to view social justice and advocacy for vulnerable students within their own belonging societies. Bourdieu, Giroux, and Feire are well-known critical pedagoguues. Bourdieu is also considered to be a critical sociologist as well. I recommend some of their works.

Bourdieu, P., & Passeron J. (2000). Reproduction in education, society, and culture. (2nd ed.). London: Sage.

Feire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning.

Granby, MA: Bergin & Harvey.

Multicultural education is predicated on the principle of educational equity for all students, regardless of culture. Culturally responsive teachers should center students' identities in the classroom, they support the development of students' racial and ethnic pride. A trove of studies favorably link racial and ethnic pride and belonging to school engagement, interest in learning, and even better grades.

Yes, definitely.

Teeka Bhattarai Children do learn from doing. Children love to do real and meaningful things. Children like to do things that might make a difference. John Dewey and Evelyn Dewey mentions Marietta Johnson in their book "Schools of To-morrow". This is a very old book (1915) with great ideas that seem new even today. You will find it free online. Also the book they recommend, "Thirty years with an idea" written by Mariette Johnson, have ideas that would suit your thinking.

Marvin Formosa It is an important connection you are searching for. I am a action researcher currently working with people with severe intellectual disability. My PhD is from Roskilde University and my mentor was Kurt Aagaard Nielsen. Nielsen inspired me to work with critical theory and critical pedagogy. Participation and collaboration are very difficult challenges working with people that cannot read, write and struggle with verbal communication. The core ideas of «critical», of «participation», of «collaboration» become deeply ethical and creative challenges. My main co-researcher Sofie Daae Kversøy has a severe intellectual disability. Paying attention and seizing the moment is a methodological focus. Sofie is showing and leading and the rest of us co-researchers are enterpreting and facilitating. Are open access articles here on ResearchGate shows our methodology. Even the thought of having Sofie as a co-researcher has been an ethical challenge. We agree that people with intellectual disabilities have the same right to be credited for their development work as any other reseacher. Even though both feminist and critical theory is not applied explisit, you will see our work is radical, critical, enmancipating and creates change and autonomy. You will find ideas from Freire, Dewey, Habermas, Lewin, Jungk, Müllert, Sennet, Vagle, Møller ...

An interpretation is considered admissible if it's not in contradiction with the text, but since the text is open and polysemous, the return to the text is often insufficient to determine the validity of the interpretations, which are diverses and can be contradictory. Literary interpretation is both subjective and in part conditioned by interpretative communities (Fish). We cannot use a criterion of truth (true / false) but an intersubjective validation process (admissible / contestable), in other words to be admissible an interpretation must be recognized as such by other readers. We must then turn to the explanation by the readers of the sources of their interpretations. In my educational research, I have shown that teachers refer more to literary culture and students to the values ​​shared in their communities as well as to their personal experiences of the world. Thank you for the rich discussion!

There's a plethora of teaching approaches you may utilize. First, I would like you you to consider looking at these elements: student and teacher's access to technology, student and teacher's readiness to use the technology ( platform, software and apps). Some approaches include, collaborative learning by using breakout session available in zoom or Bkackboard, active learning through short polling or short quiz using Multiple Choice Questions. You may also use different applications such as Nearpod, Kahoot, Padlet, Quizlet, and Edmodo among others. You may use gamification to engage students in the lesson avtivities.

Language education can contribute to the future of humanity if language teachers promote social justice and cosmopolitan citizenship. @H.Starkey (2007) defends that through language learning, learners are able to identify with members of the target language's community, develop a sense of belonging to that community, and consequently a feeling of "shared citizenship". @Bykerej (2013) talks about teaching language through a critical cosmopolitan citizenship approach. He suggests that, for teacher and students to become cosmopolitan citizens they need to: investigate the world, communicate ideas with diverse audiences, take action and accept plurality of perspectives. Language education through critical cosmopolitan citizenship is possible from a very young age. Unfortunately, the curriculum does not motivate teachers to empower language learners to become critical thinkers (de LiraSilva, 2018). Language education will contribute to the future of humanity if language teachers and teacher candidates become committed to helping learners become active cosmopolitan citizens who try to improve life at the local, national and global levels.

I think, in some universities, there is a movement away from a search for the truth through rigorous research. It seems that no matter how well researched or documented a study is, it can be shot down by accusations, political maneuvering, or slandering the researcher. There will come a crisis point, I believe, and the pendulum will swing back to a search for the truth.

Dear Eric,

I am a Critical Realist and Critical Realism would be helpful for theoretical consideration because it emphasises ontological reality while accepting that knowledge is socially produced. Please have a look at the following attached documents below, they might help. Also the book: Explaining Society by Berth Danermark et al.(2006) and the work of Stephen Sterling including this:

Best wishes,

Dima

In my opinnion we are beginning of the effect of online media yet. In a close future, will occour many and discuss and many dimension of online media

Hi Eric,

Interesting subject!

I don't have a straight answer for your question, but I thought of a fourth option to add to your paragraph:

"Should environmental education (e.g., ‘sustainability’) be taught as a subtopic, an ‘optional’ course of study, or should it be taught as the basis of all other learning?"

A good option for educators working together in the same faculty is to pursue the articulation of a certain idea or concept through special assignments for their students. This way, the same subject can be approached from different perspectives. The subject you propose would be a great one for articulation between courses.

Hope this helps!

Dear Ms. Deepika Rajawat,

If you want to extend your knowledge, I recommend a book Monica McLean (2006) Pedagogy and the University: Critical Theory and Practice. London: Continuum.

I hope I have been of some help.

Yours sincerely,

Andrija

Jumoke Soyemi thanks for this useful information

I am pretty much agree with Anders Norberg. I only want to suggest using the social media commenting instrument as an addition to discussions, which can boost healthy criticism and reflection, helping developing critical thinking and free, informal self-expression.

I think Piaget's equilibration theory best describes the learning that is happening in a flipped classroom. Watch video, build schema; discuss with group members, schema gets disturb and assimilation occurs. Teacher intervenes disturbing schema again and further assimilation happens which produces learning.

Dear Laura,

Absolutely, we would appreciate very much having you in one of our meetings. We are still deciding on the type of methodology, yet I think we would be visiting teachers in September. You're cordially invited to our meeting.

Alright.  So how do they define inclusive classrooms?  How do you use the index in Basrah and Barcelona?

Inclusive teaching strategies refer to teaching approaches that address the needs of students with their own backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued.  

So before teaching, how do you record, analyze, reflect on the individual needs of students?  Does the IFSP and IEP contribute anything to your understanding of a teacher in a classroom designed to homogenize and create obedient subjects and employees and good, non-protesting citizens? (institutional and contexts and cultural norms vary)

When engaged in teaching, how do you observe interactions that set off an ADS student's buttons or become aware of how a deaf student is processing information or whether the one in the wheelchair with CP over in the 3rd row by the door can do a cluster activity or find accommodation for a team assignment?  

Finally, assessment (the holy of hollies in neoliberal capitalist societies) Is about what the teacher learned about a student's learning style and how they produce knowledge. Then passing it on to other teachers working with the student. The narrative of the student about what they learned and how this changes them is key.  Assessment that is individualized cannot at the same time be standardized, in spite of what the yes we canners wish to say on the subject.  Either the students are exploring a field with coaching and lively discussion or they are being fed what the state educational standards people say is necessary and appropriate at an age level.

So when comments above recommend looking at Finish models, I am not surprised.  The Finns gave up on state-mandated standards and they are doing wonderfully.

Yes, but you would have to state your assumptions upfront as it is not clear whether teachers were trained in the innovation and have all the necessary resources to implement this innovation. I did something similar to you in assessing my Research e-Clinics innovation that received a merit award in 2016 for excellence in teaching research methodology. See attached.

Best regards,

Debra

Hello Jimela, 

CPA stands for Certified Public Accountant 

Regards

Hi Miguel,

You're addressing a venerable area, but one that is still developing an understanding of the constructs involved. More to the point: your question is rather HUGE. Probably unmanageably huge until you start sorting out some operational definitions (i.e., context, epistemology, theoretical frame). Engagement can be defined in a variety of ways and from a variety of contexts. From one side, engagement looks a little bit like motivation. From another, it looks more like interest. Ultimately, there are a few people who have dedicated their entire career to the study of motivation and engagement. What is 100% clear, each term is reserved and has a specific meaning in the literature (i.e., motivation, engagement, interest). 

My experience in this area is more closely aligned with interest as it pertains to the Model of Domain Learning (Alexander, 2003). This is a view of developing expertise, but it discusses situational and enduring interest. In terms of school wide influences, there are a few well-established variables that influence learning. Actually, there is no shortage of examples. You could probably break them into categories. For example, external factors have been shown to be important: socio-economic status, food security, etc. These can mitigate engagement. Other factors stem from policies, school culture, and climate. Although you didn't ask this directly, there is similarly no shortage of individual traits, states, and characteristics that influence engagement.

So, you can see, you actually have an interesting question here.. but presently, it's a little vague. You've uncovered one molecule of water in the tip of the iceberg here.

PG 

Dear Gabrielle Hendriks

 I am writing to inform you that I read interesting research article about your topic.

In my opinion a very interesting article. Maybe you could take some useful information from it.

Please find attached an article as a PDF file.

 I hope that I have been of some assistance to you.

Best regards,

Andrija

Dear Mojgan,

   I came across with this writing task double- entry journal which can be used in different genres.

 Please see attached file.

Nery

hi, you can find your answer in many articles by charles wankel, they are published by emeral publising,

Dear Ayashe Parvin,

The whole philosophy  behind critical pedagogy views the contextual factors as elements evoking change in classroom interactions between teachers and students considering the value assumptions dominating their interactions. As you have rightly observed, the setting and culture are vital variables that certainly affect critical pedagogy. I refer you to a book titled " Multicultural Education, Critical Pedagogy, and Politics of Differences by Steeler and McLaren (1995) for more details.

Best regards,

R. Biria

I assume that you will be doing open-ended, qualitative interviews to generate content for a questionnaire. One common technique for this kind of research is to use focus groups, because you get to hear a variety of different responses during the discussion, and that helps you understand the range of topics that you need to cover in your questions.

In terms of the different age groups, I am not familiar with the term "guidance school," but it sounds like you want to cover a large age range. The obvious issue here is whether the same things matter to each of the three different age groups. If not, then it may not be wise to write a single questionnaire -- but you cannot know what topics matter to what age groups until you do your initial interviews.

for me critical literacy for 21st century should be slowing down the growth and development so that sustainable development be the reality. We need to re-establish the human values and aesthetics so that education should not loose the human face. People need to learn diversity, tolerance and peace and leave the culture focused around money and material.  

In contrast to what Michael Marek has said, there is no reason why you can't use the theory that you developed to inform your quantitative survey. In fact, I think that most Grounded Theory (GT) researchers would support that.

Solid GT research usually leads to hypotheses that are then used to quantitatively test the theory that you developed. So, if you haven't already done so, I'd suggest that you develop hypotheses based on your theory and add items to your questionnaire that will both test those hypotheses and also inform your quantitative study.          

Because most, but not quite all college students use smartphones, the LMS needs BOTH excellent desktop functionality and app-based functionality.  

Здравствуйте Кевин! Я изучаю педагогические взгляды Джалаладдина Руми и там я обнаружила интересные данные.про дискуссии и про разговор и рекомендую вам для методологии анализа разговора читат книгу "Фихи мо фихи", и "Маснави". Это не только относится в Восточные знание. Я как то работала над этим в своих статьях если можете читайте их. Если не смогла нечем помочь извиняюс.   

“Does anyone know of a method for measuring the effectiveness of a learning environment?” is an interesting but complex question. The reason is that methodology, learning environments and effectiveness use a quite broad terminology. 

Firstly,  comparative research on media or technology effectiveness  has been questioned. An old but interesting reasoning about media effectiveness: http://www.uky.edu/~gmswan3/609/Clark_1983.pdf

Secondly, considering the methodology, if you speak of quasi-experiment to measure effectiveness of an existing  learning environment, is this method controlling all the parameters of that environments, except one or two parameters that differ from each other which cause possible differences in effectiveness? Or do you mean a design experiment in which the researcher defines the parameters of the learning environments?  For more information on design experiments, see for example: http://www.sashabarab.com/syllabi/p500/cobb%20et%20al.pdf

Thirdly, the concept of learning environment is very broad which leads to many learning environments with overlap in their characteristics or parameters. See for example ‘Innovative pedagogy (Open University) that offers an interesting overview of innovative approaches to teaching. Though interesting in itself, it shows the problem of a clear demarcation of methods or technologies which impacts measurement of effectiveness http://www.openuniversity.edu/sites/www.openuniversity.edu/files/The_Open_University_Innovating_Pedagogy_2014_0.pdf  Another, interesting analysis of the concept of ‘learning environment’ and human interaction/interface  sheds light on the complexity of  designing learning environments:   http://www.slejournal.com/content/1/1/5

Fourthly, another  challenge is that students do not react to objective or nominal stimuli in a given  environment but to transformed, i.e. interpreted stimuli, like learner control (see http://anitacrawley.net/Resources/Articles/Learning%20effectiveness%20in%20a%20Web-based%20virtual.pdf), task perception ( Luyten, L., Lowyck, J. & Tuerlincks, F. (2001). https://ppw.kuleuven.be/okp/_pdf/Luyten2001TPAAM.pdf)  self-efficacy beliefs (http://onlinelibrary.wiley.com/doi/10.1111/j , instructional conceptions , See:  Lowyck, J., Elen, J. & Clarebout, G. (2004) Instructional conceptions: Analysis from an instructional design perspective.   International Journal of Educational Research, 41, (6), 429–444. Consequently, effectiveness cannot only be measured through comparison of observational characteristics of learning environment. Indeed, many intermediating variables play a role and should be taken into account.

Fifthly, the last part of the question is the method to measure effectiveness.  It is difficult to indicate which precise method for effectiveness measurement can be used, if not the whole structure and organization of the learning environments  is known. Some more general publications can be consulted that point to the diversity of entries in this evaluation matter. See: https://www2.viu.ca/integratedplanning/documents/Berk_2005_survey.pdf and http://147.226.7.60/-/media/WWW/DepartmentalContent/Teachers/PDFs/109full.pdf

To inspire: an older example of measuring differential effects of on-line and traditional instructional methods can be found in Woo, M.A. & Kimmick, J (2000). Comparison of internet versus lecture instructional methods for teaching nursing research. Journal of Professional Nursing, 16 (3), 132–139.

Hi Nikos, I am currently undertaking research on the use of mobile devices to increase student engagement in lectures. The research is complete and I am in the process of write up. I would be happy to share experiences.

Thanks,

Claire

Our course curricula tend more then ever to focus on sustainability. Hence, concrete examples of mathematical optimization models are more often about utilizing scarce resources as effectively as possible, to reduce waste and energy expenses, and we also have applications within the areas of sustainable power production, like wind power. For the students we hope that their continued professional lives might be connected to such fields.

Hello Franz,

I think this has been historically cumulative, as you rightly said in your introduction, which does not mean that everything is reconciled satisfactorily. I fully agree with you about the need for a self-description of the process and it will take into account.

For what I believe pedagogy as the core elements that I would include in a concept of education: the reflective process (philosophy), freedom of thought, diversity, inclusion, dialogue (well in the critical sense given by Paulo Freire) interaction, use of new technologies , literacy, self-learning, knowledge building, participation of students (as well as our colleague reminded Švaříček Roman).

Let the quality of the educational process and academic quality (like separate the two) and finally the evaluation, because the basis of these two processes should be the principles and values that explicitei before.

In Brazil, the state public education is primarily (at least 85% of it in elementary school - from kindergarten to 3rd year high school here it is at around 17 years old), so, as a public officer that quality should be assessed for purposes of transparency and public reporting of quality of service offered.

Regards,

S.

Dear Meher, There are different kinds of books discussing learning strategies along with other skills, such as Teaching by principles: An introduction to language pedagogy by Brown; the practice of English language teaching by Harmmer as follows: I hope they are useful and informative.

1. @ Frank Hummer

I suggest that you examine the reasons for the 'Glorious Revolution of 1688'. (Great Britain).

2. @ everyone

Education, defined as a methodical process of learning within an institution, can not be free from a source of financial support for that institution and it's teaching body. Some group or individuals some where, have to provide the money for building and maintaining physical institutions. Someone must pay for teaching hours and preparation, educational supplies, etc. The question was / is/ does one person pay for one person? Does one person pay for all? Or is there some way that the entire community can pay for all members of the community. IS this financial support a benefit for the members of the teaching body - or for the 'student body'? Should it be a benefit to both teachers and students?

In what eventually became the U.S.A. this sort of argument raged throughout the 17th, 18th centuries and well into the 19th century. It clearly continues into the 21st century. paraphrased..should all citizens have equal access to education..or should those who can pay have 'it all".

In 19th century United States, many people vigorously complained at having to pay taxes to support their local schools. At the same time it was quite common for many young people to remain illiterate. Young people's parents had to pay fees for primary and secondary schooling, as well as university education.

This was before public primary and secondary schools were created to benefit the 'ordinary person', as well as the famous 'Land Grant Universities' to train the farmers and mechanics - children of ordinary people ....what has happened here?

The argument was (is) that the welfare of the society was at stake if people were ignorant and illiterate.

Access to education should be free to students regardless of their personal economic and social situations - a fair method of ensuring that the population is literate and thoughtful is to educate them to read, write and understand mathematics at the very least. (This doesn't assume equal abilities will 'arrive'. This is about equal access to develop one's potential - whatever that may be.) Everyone should contribute via their taxes to the general welfare of the entire community, thus ensuring basic fairness to all. A child from a poor family should not be denied the right to go to school. Taxes distribute benefits to everyone in society.

Paying taxes does not contradict paying for private schools, nor does it legislate against an individual's right to choose to pay for a private school. Sometimes there is no choice but to pay additionally for a good educational institution.

The problem will come when the better education comes from schools that require parents to pay fees. If the the public schools are poorly supported , then the ordinary person is back to square one.

In this discussion, one needs to separate the behaviours of an adult community from the behaviours of children who usually only think of themselves - because they children.

Some students may regard their parents' efforts to provide for them as a form of 'a free lunch' that they are 'due' regardless of their behaviour (whether or not parents have paid taxes or fees for education). They may also believe, by extension, that like their parents, all adults owe them the same consideration. They need to realize that it is now their turn to be adult and take responsibility for their own lunches and to be responsible and to think of the welfare of others around them.

I agree with you that it would be a dangerous road to go down indeed. I do hope that we (nobody here but us academics) will not adopt this policy. No matter how hard parents, politics or administrators might try to push us in this direction. How should we educate our students when we are not allowed to talk about anything that might offend some persons religious / political views or upsets this person in any other way. No swear words in literature classes? Or no sex? No wars, plagues in history classes? No evolution? We are suppose to prepare our students for the world and all its wonders ou there and not to help them living in their very own secluded versions of it.

Hi Siri,

I teach in a Business School that is realizing the need to enhance the global literacy of our students so that they will be competitive when they enter the business world -- most likely on the management track in a multinational corporation. Unfortunately, our campus does not offer our students (most of which hail from New Jersey within a few miles of our university) much in the way of racial, ethnic, religious, cultural, national origin, or class diversity. The faculty is almost as homogeneous as the student body with a few notable exceptions such as myself.

So, how will we tackle the problem of "multicultural education" in the Business School? Like I said, the Business School at least realizes that it is selling its business students short in this insular environment; so it is exploring possibilities such as bringing Chinese scholars to campus as visiting professors and also trying to recruit students from China.

Are we also offering Chinese language training or any language training, for that matter, to our business students? Believe it or not, we just added an "International Business" major to our curriculum and the major has no language requirement. The Administration decided to let the students vote on whether there should be a foreign language requirement (seriously, the students) in the major. Of course, the students voted not to have a language requirement; and our school believes that, "The customer is always right."

So, Siri, I envy you since Australia at least pays "lip service" to Bilingualism. The consensus at our Business School is that everyone should speak English (preferably with an American accent).

Seriously Bitter,

Gwen

Sonia, I think that there is certainly room for pedagogical transformation but I am not yet convinced by e-learning, MOOCs etc. For me, a change in university would keep the best parts (dialogue, research and coffee shops) and slim down the worst parts (paper-work, tradition and pointless lectures). Then I would push for more dynamic teaching, student-centred activity and an exploitation of the teaching/research nexus. The beauty of a university is that it is one of the few places where ideas can grow without having to have an application in 'the real world'. This means that universities should be places where free thinking can happen such that truly new ideas can be born. Socio-cultural changes haven't reduced the role of the university they just mean that there are more tools for idea-creation. Students can still sit in coffee shops and work out how to fix the world - they just have quicker access to literature and data to support their arguments and faster means of disseminating their ideas. Universities don't need to chase the rest of society and become ICT conduits, they can remain physical places and still embrace technological tools. This is the (Higher Education) evolution as I see it.