I’ve been thinking a lot about critical pedagogy. I love the work of Chris Emdin (whom I’ve talked about in a previous post). I love his passion for teaching science to students through hip hop. I really think this is so relevant!
Annelise’s fantastic blog about entitled, “Learning to Fall and Rise in the 21st Century”, encapsulates the essence of both traditional schooling paradigms and connectivism.
In relation to traditional schooling, she states:
As children I believe that their experience of being coerced to learn, rather than receiving guidance to develop into who they have the potential to be (which encourages autonomy and responsibility) contributes to feelings of powerlessness. This is particularly so in traditional schooling where learning is scaffolded to such a repetitive degree that the learners’ become dependent on the teacher, leading to passivity, or even worse, to a lack of self-confidence. When one believes that they must rely on authority to tell them what to do, they silence their inner voice and rely of the voices of others. – See more at: http://lifechanginglearning.blogspot.com.au/2014/09/learning-to-fall-and-rise-in-21st.html#sthash.4sVWso7i.dpuf
This is how schools work. I teach in this. I hate this!
I hate that I’m contributing to student’s loss of voice. I hate that through the way our schools work, they don’t think. “I do, We do, YOU do”. Over and over. Thoughtless and mind numbing!
I guess tho is why I love the ideals of critical pedagogy. Where the teacher moves over and hands back the “power” to the student and becomes a learner along side them. Where students have a voice and their voice, their capital, their background knowledge and experiences frame the knowledge they share.
However, even constructivists Freire (1970) and Kincheloe (1999) have stated quite bluntly “that educators who have nothing to teach their students should look for a different profession (Gordon 2009 p.48)
I’m learning that through NGL I can give my students a voice and re-empower them to make connections with their lives and the content of our class.
Gordon, M. (2009) Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. EDUCATIONAL STUDIES, 45: 39–58,