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    Critical Pedagogy PowerPoint

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    Alex Zimmer
    Critical pedagogy advocates empowering students to question dominant ideologies and social inequalities through critical thinking. It focuses on developing student authority and promoting democratic values of equality and social justice. Teachers facilitate discussions that critique power structures while emphasizing student experience. The goal is to educate students to identify issues, analyze their causes, and propose solutions to create social change and fight injustice. However, some argue it is too abstract or could be used to push a political agenda, though proponents counter that all education has political implications and critical thinking helps democracy.

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    Critical Pedagogy PowerPoint

    Uploaded by

    Alex Zimmer
    3K views26 pages
    Critical pedagogy advocates empowering students to question dominant ideologies and social inequalities through critical thinking. It focuses on developing student authority and promoting democratic values of equality and social justice. Teachers facilitate discussions that critique power structures while emphasizing student experience. The goal is to educate students to identify issues, analyze their causes, and propose solutions to create social change and fight injustice. However, some argue it is too abstract or could be used to push a political agenda, though proponents counter that all education has political implications and critical thinking helps democracy.

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    This was a visual aid during my presentation of my research.

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    Critical pedagogy advocates empowering students to question dominant ideologies and social inequalities through critical thinking. It focuses on developing student authority and promoting democratic values of equality and social justice. Teachers facilitate discussions that critique power structures while emphasizing student experience. The goal is to educate students to identify issues, analyze their causes, and propose solutions to create social change and fight injustice. However, some argue it is too abstract or could be used to push a political agenda, though proponents counter that all education has political implications and critical thinking helps democracy.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    3K views26 pages

    Critical Pedagogy PowerPoint

    Uploaded by

    Alex Zimmer
    Critical pedagogy advocates empowering students to question dominant ideologies and social inequalities through critical thinking. It focuses on developing student authority and promoting democratic values of equality and social justice. Teachers facilitate discussions that critique power structures while emphasizing student experience. The goal is to educate students to identify issues, analyze their causes, and propose solutions to create social change and fight injustice. However, some argue it is too abstract or could be used to push a political agenda, though proponents counter that all education has political implications and critical thinking helps democracy.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 26
    At a glance
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    The key takeaways are that critical pedagogy aims to empower students through democratic education and social critique by valuing student experience and critiquing power structures and inequality.

    Traditional teaching views students as passive receivers of knowledge, while critical pedagogy engages students in critical thinking, problem posing education, and values student discourse. Traditional focuses on correctness while critical pedagogy focuses on the writing process.

    The goals of critical pedagogy are to engage in critical thought, educate for democratic citizenship, identify social inequalities, ask why they exist, and propose and enact solutions through student empowerment.

    Critical Pedagogy

    Teaching for Social Critique

    Out with the Old


    Traditional teaching methods view the student as a container into which knowledge is deposited by the teacher (Paulo Freire via Ann George) Passive students writing for correctness
    Technocratic, mimetic, romantic

    No focus on the actual writing process (Henry Giroux)

    In with the New


    Engaging in critical thought Education for democratic citizenship Problem-posing way of teaching in which students actively find solutions Emphasis on student discourse in the classroom

    The Definition
    Critical pedagogy is a form of education advocating critiquing the hegemonic forces that shape society Recognizing and resisting machine culture (Ira Shore via George)
    Questioning power structures Striving for democracy
    Identifying social inequalities/issues Asking why they exist Proposing and acting on solutions

    Empowering Students
    For students to take the first step toward social critiquing, they must first feel they have the power to do so
    Reassessing authority dispersion in the classroom Valuing student experience as a type of authority Quite the paradox: How does one teach questioning authority from an authoritative position?

    Mutual Exchange of Knowledge


    Using both teacher experience and student experience as a means of dialogic education Emancipatory authority (Giroux via Patricia Bizzell)
    Using authority to guide students towards empowerment and social change

    I never pretend not to have authority. My "authority of experience" (hooks, 1994) emerges from my knowledge and experience (albeit limited, biased, and temporary) as a human being whose rights and identity must be legitimately recognized. Needless to say, the authority of experience of my co-learners must be acknowledged as well. (Juan-Miguel Fernndez-Balboa)

    I Have the Power!- He Man


    Once teachers share their authority, and establish a democratic classroom, the student can speak with authority from his/her unique experience The same social subjectivities that are constructed for students (by society) because of their gender, race, socioeconomic status, etc. provides them with valuable experience to draw from when critically analyzing these very same things

    Critical Thought
    Analyzing social practices and ideologies
    Always within larger social contexts

    to see not only the rhetoric of the college essay but the rhetoric of the institution of schooling, of the work place, and of the media. We must take as our province the production and reception of semiotic codes broadly conceived, providing students with the heuristics to penetrate these codes and their ideological designs *which create inequality+ [students] always bringing with them strictures on the existent, the good, the possible, and regimes of power (James Berlin)

    Inequality in Language
    Finding semiotic codes in language Inequalities are created through language, either with positive or negative connotations, which subjects different groups of people to certain social placement.
    Racial slurs Labels: jock or nerd Representative images: the academics ivory tower

    Hmm

    The Classroom Archetype


    Equality of students Socio-political texts Students engaging in the material realize that all experience happens within social contexts, and so must involve the production of discourse and interpretation (Berlin)

    Where Does Composition Fit In?


    As Freire (1974) claims, students who see knowledge as problematic perform a reflection" which translates into a critical "reading of reality. This marks the first step in developing a pedagogy which generates the "will to write and create (Giroux) Writing allows students to systematically engage their thoughts and experience in their own language (Randy Stoecker) Composition courses already incorporate techniques used in critique/critical thinking
    Instead of critiquing a text, why not an ideology?
    Rhetorical appeals Scene, situation, genre

    Writing for Meaning


    No one writes in a vaccuum
    Societal influence is ever-present

    Writing without incorporating the cultural capital affecting us is meaningless (Giroux) Through the use of language, and writing from experience, empowered students reveal their own language and culture

    This All Sounds Awfully Utopian


    The skeptics
    Critics like Maxine Hairston disagree with the theory. Too abstract/ideal Complexity of issues (e.g. racial discrimination) detracts from purpose: writing should be the main focus Ulterior political agendas
    Abusing power to teach leftist views Couldnt fascism be shoved down students throats? (Hairston via George)

    Yes, Issues Exist


    George states that some practitioners do have a political agenda in mind, but this comes with the territory of social critiqueeverything is political Students sometimes resist this method, making it ineffective Not fully engaging in the actual changemaking process

    Critique of the Critiquing Theory


    Teachers of critical pedagogy need to be flexibleadapting to changes and addressing obstacles in the theory
    Essential to be aware of the authority paradox Requires constant cognition in approach to discussion Abstraction

    Defending the Pedagogy


    Political agenda: we live in a democracy, so isnt instilling the democratic ideals of equality and social justice in our inherent values? Teachers can only persuade students of their political views as much as the students already warrant those same values There will always be variables because of different classroom dynamicskeeps teachers honest in their efforts for social equality and change (Bizzell)

    Peel Here, Apply to Course


    Applying the theory Emphasizing student empowerment A project that helps student identify their own power/authority from past experiences, recognize any injustices resulting from dominant societal ideologies, analyze why the ideologies exist (causes/propagation), and propose a possible solution to assuage the issue

    Teachers Role
    Giving students their choice of topic and presentation style
    Voting as a class after discussing possible options Individual preferences

    Facilitating discussions by playing a minimal role in them Emphasizing student authority through their experiencescareful to guide their choices, not critique, to preserve power distribution

    Finding Their Authority


    Reflection for power
    When do you most feel you are being heard? Why in this situation and not all the time? Describe an experience that has made you an authority on something? What do you know all about and why? Describe a situation where you used your previous experience to address a different topic? How did your past experience relate to the new topic/experience?

    Identify Inequality
    Social marginalization
    Describe a situation where you had something important to say, but felt you could not Why do you think you were not heard? What stopped you? How did the balance of power in the situation or conversation contribute to your silence? How might have your values, beliefs, or individual characteristics played a part in this silencing?

    The Social Construct


    Naming the socially propagated stigma Why is it occurring? Why is it unfair? Who is creating the inequality? What are the beliefs behind it?

    What can be Done?


    Use writing to frame and analyze social context, and then propose a solution to stop or change the socially unfair ideology
    Choose an avenue that would most likely align with the values of the hegemony (awareness campaign, demonstration, protest, re-teaching)

    Put into effect (?)


    Depends on class

    Reflection on Process
    Analyzing steps taken Evaluating rhetorical choices (If solution was applied) Evaluate effectivenesswhat went right? Wrong? (If not) What would you have to do to prepare? What obstacles might have come up?

    Summary
    Critical pedagogy
    Empowering students: finding their authority to question hegemony Vying for democracy and equality among human beings Teaching critical thinking in order to critique authority/dominant ideologies Creating social change by fighting inequaliy

    Works Cited
    Berlin, James A. "Poststructuralism, Cultural Studies, and the Composition Classroom: Postmodern Theory in Practice." Rhetoric Review, Vol. 11, No. 1 (Autumn, 1992): 1633. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012. Bizzell, Patricia. "Power, Authority, and Critical Pedagogy." Journal of Basic Writing 10.2 (1991): 54-70. WAC Clearinghouse. 22 Oct. 2012. Fernndez-Balboa, Juan-Miguel. "The Practice Of Critical Pedagogy: Critical Self-Reflection As Praxis." Teaching Education 9.2 (1998): 47-53. OmniFile Full Text Select (H.W. Wilson). Web. 22 Oct. 2012. George, Ann. "Critical Pedagogy: Dreaming of Democracy." A Guide to Composition Pedagogies. Gary Tate, Amy Rupiper, Kurt Schick. New York, New York: Oxford University Press, 2001. 92-112. Print. Giroux, Henry. "Beyond the Ethics of Flag Waving: Schooling and Citizenship for a Critical Democracy." The Clearing House, Vol. 64, No. 5 (May - Jun., 1991): 305-308. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012. Giroux, Henry. "Writing and Critical Thinking in the Social Studies." Curriculum Inquiry, Vol. 8, No. 4 (Winter, 1978): 291-310. Wiley-Blackwell on behalf of the Ontario Institute for Studies in Education/University of Toronto. JSTOR. 22. Oct. 2012. Stoecker, Randy, Mary Schmidbauer, Joan Mullin and Michelle Young. "Integrating Writing and the Teaching Assistant to Enhance Critical Pedagogy." Teaching Sociology , Vol. 21, No. 4 (Oct., 1993): 332-340. American Sociological Association. JSTOR. 24 Oct. 2012.

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