Analysis of emancipatory pedagogy as a tool for democratic classrooms

Abstract

Sometimes, teachers or instructors find it challenging to understand or achieve a democratic education without compromising the quality pedagogical process. Hence, this study is conceptualised around the principles of emancipatory pedagogy as a tool to ensure effective classrooms democracy across levels of classrooms. This study answers the following question: how can emancipatory pedagogy be presented as an effective tool to implement a democratic classroom? This study locates its argument within a transformative worldview and adopts a conceptual analysis to interpret emancipatory pedagogy as a conceptual framework for the study. Emancipatory pedagogy, its assumptions, and how they informed democratic classrooms were argued with the conclusion that emancipatory pedagogy is a dimension of effective and democratic classrooms because both concepts promote critical thinking and social justice among students, develop a personal connection with learning and create an atmosphere for freedom of knowledge construction among students. The study recommends that teachers or instructors interested in implementing democratic education/classrooms adopt the assumptions of emancipatory pedagogy by tailoring their classrooms towards promoting critical thinking skills, development of personal connection with learning, and freedom to enable students to construct knowledge of their own.

Using consensus and cooperative reflective journal writing instructional strategies to enhance students’ achievement in Biology

“…It also helps students build positive self-concepts, raise their level of engagement, and enhance their capacity to apply what they have learned in new contexts (Blinne, 2013;MacDougall, 2013;Mitchell et al, 2009;Sartor & Young Brown, 2004). It promotes a democratic and student-centred approach to learning, which is in line with the ongoing call for a more vibrant, democratic, and equal learning environment that is believed to improve student outcomes (Omodan, 2022).…”

Causes and Institutional Responsesof Social Unrest in South African Universities

“…The authors suggest that transparent communication and inclusive decision-making processes are essential for building trust between university management and students and preventing conflicts. Similarly, studies have found that involving students in the decision-making process can help promote a sense of ownership and shared responsibility, reducing the likelihood of student protests (Nyambegera, 2018; Omodan & Ige, 2021). The authors argue that student involvement in decision-making can also help to improve academic outcomes and promote social cohesion on campus.…”

The Mainstreaming of Egalitarian Pedagogy in Sociology Learning Process

“…In democratic education, students have the right to express their views and feelings, question existing ideas and beliefs, and cooperate with other parties. Therefore, a democratic class is a learning process that encourages students to think for themselves and contribute to the decision-making process both in the classroom and in the school community [16].…”