Paulo Freire and the Curriculum

Γρόλλιος, Γεώργιος; Giroux, Henry A.; Gounari, Panayota; Macedo, Donaldo

doi:10.4324/9781315632988

Cited by 7 publications

(7 citation statements)

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“…The approach creates an equal process shared by teachers and students in the spirit of Freire (1997), according to which teachers do not oblige students to accept their standpoints, nor do they use their authority to impart their worldview. This type of teaching model envelops the personality and characteristics of students which are honesty and authenticity, motivation and responsibility, and the development of both introspective and reflective awareness (Freire, 1997;Grollios, 2016). As mentioned earlier, these are the three traditional models that serve as the foundation for developing learning methods that fall in line with the changes in human ecology in the Western world.…”

Section: Going Back To Disciplinary Learning: Methodology and Study Characteristicsmentioning

confidence: 99%

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Ketko

2020

IJLTER

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In the 21 st century, generic methods and synergetic learning have been widely embraced in the areas of pedagogical and professional studies. It is crucial, especially in school-activity environments that involve technology and digital knowledge. Those who are capable of studying in teams and who promote 'collective intelligence' are likely to become influential and inspiring students and teachers. By understanding aligned visions from different viewpoints, students and teachers can maximize their efforts and talents. The idea of collective teacher efficacy (CTE) positively affects student outcomes and therefore is an essential tool in teacher training and practices. We live in the ongoing dynamics of integrated diverse thoughts, methods, disciplines, and activities. To create a better ecology for qualitative existence, numerous scholars and teachers, seek to devise necessary changes in education and social initiatives. In a world split by regimes and values, dealing with conflictual dilemmas is inevitable: preserving classical methods on the one hand, and encouraging innovative attitudes on the other. These contradictory approaches raise critical didactical questions about training future teachers and educators without prejudicing their fundamental essence. This article presents a three-years research of a group of students, at the Kibbutzim College of Education, Tel Aviv, who were trained to become professional teachers in the humanities, and their pedagogical eco-systems. It discusses some dilemmas about progressive school methods and focuses on some of the advantages and disadvantages of the generical attitudes in their practical work, regarding the gap between their first year of studying and the first year of teaching.

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Section: Going Back To Disciplinary Learning: Methodology and Study Characteristicsmentioning

confidence: 99%

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Ketko

2020

IJLTER

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“…Collective efficacy cannot develop unless potential community members desire to develop and/or sustain ongoing relationships for achieving shared goals. We live in an individualistic society, and education often focuses on individual actions and achievements (Grollios et al, 2015). Entire motivation theories are focused on developing educational contexts where individual learners achieve some self-defined value, and learners will not participate unless that value is apparent (Eccles & Wigfield, 2020;Urdan & Kaplan, 2020).…”

Section: The Role Of Need Satisfaction In Online Community Buildingmentioning

confidence: 99%

Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach

Tilak

Glassman

Peri

et al. 2022

AJET

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This paper investigates how psychological needs spurring self-determined motivation relate to collective efficacy for flourishing in online learning communities. Self-determination theory posits individuals experience intrinsic motivation to flourish at educational tasks because of targeted satisfaction of the three psychological needs: autonomy, relatedness, and competence. However, studies conducted to investigate collective, technology-assisted learning processes suggest competence and relatedness may play a pivotal role in online community engagement and knowledge-sharing. Moreover, informal gaming experiences may mirror the collaborative skills needed in online educational/professional communities. These insights suggest confidence in one’s abilities to contribute to a community, the perception of a strong, supportive social culture in the online classroom, and informal online experiences may lead to self-determined motivation enabling agents in distributed, technology-assisted classrooms to collectively flourish. Little work has been done to examine effects of need satisfaction on collective efficacy in using online technologies. To fill this research gap, we used structural equation modelling to investigate perceptions of 636 undergraduate students enrolled in classes within an education department at a midwestern university employing weekly asynchronous blogging. Our results suggest students’ experience with multiplayer gaming, and need satisfaction towards competence and relatedness correlate with higher collective efficacy in technology-assisted classrooms employing discussion forums. Implications for practice or policy: For instructors, student usership and design can spur motivation in online classrooms. For researchers, understanding student perceptions of collaboration using technology can help understand how to design better technology-assisted classrooms. The design of collaborative online educational communities should focus on creating positive social cultures and fostering competence for students.

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“…Critical Pedagogy as a distinct theoretical tradition of intellectual production and educational practice emerged in North America in the late 1970s and early 1980s. Its precursors were progressive education theorists like John Dewey and the social reconstructionists Theodore Brameld, George Counts, and Harold Rugg in the 1930s (Kliebard, 1995(Kliebard, , 2002Grollios, 2011). Most importantly, critical pedagogy was inspired by and grounded in Paulo Freire's seminal work, particularly Pedagogy of the Oppressed (1970), and his notions of the historicity of knowledge, pedagogy as revolutionary praxis versus a banking L2 Journal, Vol.…”

Section: Historical Roots and Main Concepts Of Critical Pedagogymentioning

confidence: 99%

Introduction to the Special Issue on Critical Pedagogies

Gounari¹

2020

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Language is a 'war zone'," Kenyan author Ngũgĩ wa Thiong'o powerfully notes (Inani, 2018, para. 17). In trying to conceptualize and define Critical Pedagogy in the current historical moment for the teaching and learning of languages, this seems the most appropriate definition. After all, language teaching and learning are neither politically neutral, nor ahistorical, nor free of ideological considerations. On the contrary, language as a site of power, ideological tensions, political and financial interests, hierarchies, and symbolic and material violence, is most definitely a war zone. War is being waged over which languages have more "value" or are "worth learning;" which languages are at the core and the periphery and how they got there; what the goals of language learning should be; what counts as knowledge and what should be taught; in what ways particular theoretical, curricular, methodological, and other choices marginalize and oppress certain languages, their speakers, and their interests, reproducing racism, sexism, classism, ableism, and so forth; and how language learning is connected to political economy, to name just a few of the "battlefields." This Special Issue of L2 Journal comes out at a very unusual historical juncture. The year 2020 is being registered in our lives and in our collective imaginary as the year that has radically changed human life as we know it. A pandemic of historic proportions has ruptured our existence and shaken our sense of "normalcy," redefining human life and relations, teaching, learning, and labor. At the same time, an unprecedented and long overdue wave of demonstrations, protests, and mobilizations, triggered by the murder of another Black man by the police, brought to the fore once more the Black Lives Matter movement, capturing the ongoing oppression, discrimination, violence, and systemic racism against people of color in the United States. Both events and their consequences are forcing us to rethink our pedagogies. How are we, as academics, researchers, and language educators, engaging with this social and political reality? How do we educate and raise educators' and students' critical consciousness, so that they will always find themselves on the right side of history? If we want to claim doing engaged scholarship that truly aims at improving the lives of students, their families, their communities, and our society, we must be ready to talk about the workings of Gounari Introduction

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Paulo Freire and the Curriculum

Cited by 7 publications

References 0 publications

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Need satisfaction and collective efficacy in undergraduate blog-driven classes: A structural equation modelling approach

Introduction to the Special Issue on Critical Pedagogies

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