Enabling critical pedagogy in higher education /

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An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Seal, Mike (Autor), Smith, Alan (Autor)
Otros Autores: Jarvis, Joy, Smith, Karen
Formato: Electrónico eBook
Idioma:Inglés
Publicado: St Albans : Critical Publishing, 2021.
Colección:Critical practice in higher education.
Temas:
Critical pedagogy.
Education, Higher.
Pédagogie critique.
Enseignement supérieur.
higher education.
Critical pedagogy
Education, Higher
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Half-title
  • Dedication
  • Acknowledgments
  • Title page
  • Copyright information
  • Table of contents
  • Meet the authors and series editors
  • Book summary
  • Chapter 1 An introduction to critical pedagogy
  • What is it?
  • Why is it important?
  • Why now?
  • The structure of the book
  • Principles, aims and approaches of critical pedagogy
  • Principles
  • Education is inherently political
  • Knowledge should relate to and develop from the lived experience of participants
  • Knowledge should be co-created between all participants in the learning process
  • Aims of critical pedagogy
  • To develop critical thinkers who create new knowledge
  • For people to become aware of their, and others', oppressions
  • For people to make connections between personal experiences and wider societal forces
  • Approaches in critical pedagogy
  • Emphasising the importance of democracy and equality in learning environments
  • Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments
  • Flexible curriculum and using authentic materials
  • Generative themes
  • Teachable moments
  • Emphasising the importance of cultivating hope and symbolic resistance
  • Conclusion: how critical pedagogy can be enabled
  • a step process
  • Step one: change how you teach and your relationship with students
  • Step two: push the structure as far as you can and build alliances
  • Step three: be seen as a pedagogic expert, internally and externally
  • Useful texts
  • Chapter 2 Critical pedagogy and curriculum
  • Introduction
  • Applying critical pedagogy to the curriculum
  • The controlling hand of curriculum
  • Conclusion
  • Useful texts
  • Chapter 3 Critical pedagogy and assessment
  • Introduction
  • Making assessment compatible with critical pedagogy
  • Characteristics of authentic assessment within critical pedagogy
  • It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated
  • Foster an integrated approach to theory and practice, or what Freire would term praxis
  • theory in action
  • It should value and validate the experience students bring to the classroom
  • Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations
  • Create a negotiated curriculum, including assessment, equally owned by teachers and students
  • Conclusion
  • Useful texts
  • Chapter 4 Critical pedagogy and learning and teaching
  • Introduction
  • De-constructing the lecture
  • Respecting the knowledge in the room
  • Tutor groups: flipping the flipped classroom
  • Deconstructing the conference and the academic seminar
  • Conclusion
  • Useful texts
  • Chapter 5 Critical pedagogy and the spaces in between
  • Introduction
  • Critiquing the institution
  • Power within critical pedagogy groups

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