The Art of Critical Pedagogy: Possibilities for Moving From Theory to Practice in Urban Schools

Guadarrama, Juan de Dios Pineda; Galván, Ruth Trinidad

doi:10.1080/15348431003761315

Cited by 3 publications

(4 citation statements)

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“…Instead, it should permeate every aspect of curriculum and course design, academic affairs, student affairs, and assessment (Iturbe‐LaGrave, 2020). Guadarrama and Galván (2010) connected inclusive pedagogy to an extensive body of work and theoretical frameworks dating back to foundational critical pedagogues such as Freire (2000), Shor (1992), Darder (1991), McLaren (1994), Giroux (1988), and hooks (1994). Generations of educators have been inspired to purposefully engage students' whole selves by honoring and validating their sociocultural experiences, identities, and positionalities in this area of scholarship (Quaye & Harper, 2007).…”

Section: Humanizing Pedagogiesmentioning

confidence: 99%

Centering theories of learning to design humanizing pedagogies and inclusive assessments

Paguyo

Sponsler

Iturbe‐LaGrave

2022

New Drctns for Student Srvcs

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In this article, we offer a blueprint that connects learning, humanizing pedagogies, and inclusive assessment to foster equity in higher education. First, we build upon extant literature to infuse sociocultural theories in our reimagination of learning. Second, we articulate how inclusive pedagogical practices bring strong potential to humanize campus learning systems. Third, we share strategies for educators to enact inclusive assessment based upon conceptualizations of learning and inclusive pedagogies. Our hope is for readers to consider inclusive assessment as one tool for iteratively redesigning a powerful learning environment where students are supported, affirmed, valued, and validated as their whole selves.

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Section: Humanizing Pedagogiesmentioning

confidence: 99%

Centering theories of learning to design humanizing pedagogies and inclusive assessments

Paguyo

Sponsler

Iturbe‐LaGrave

2022

New Drctns for Student Srvcs

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“…Because 'it is not just what gets assessed, but how it is assessed that has implications for what is learned' (Johnston and Costello, 2005: 256), we endorse alternative approaches to assessment to 'better represent the richness and messiness' of literate practices (Davis and Vehabovic, 2018: 579). Further, to offer equitable early literacy teaching and learning experiences for all students, literacy teaching, learning, and assessment must be situated within the particular community in which the education takes place (Behizadeh, 2014;Duncan-Andrade and Morell, 2010).…”

Section: Literacy Assessment Practices Beyond Testingmentioning

confidence: 99%

Assessment, accountability, and access: Constrained skill mastery as instructional gatekeeper

Whittingham

Hoffman

Paciga

2021

Journal of Early Childhood Literacy

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The nature of the literacy assessments valued in the persistent accountability climate within U.S. public education, coupled with an increasingly polarized discourse around what counts as the science of reading (SOR), have resulted in instructional gatekeeping that privileges constrained skill teaching and learning in K-3 settings. The gatekeeper phenomenon is an urgent issue of equity, with children from minoritized populations bearing the brunt of the disparity. By highlighting how commonly enacted policies and practices around assessment and accountability withhold unconstrained skill teaching and learning due to pressure to prove student success via constrained skill mastery, we demonstrate how some students, often the most marginalized, receive insufficient literacy instruction in K-3. To fully actualize an expansive definition of the SOR, an expansive definition of assessment and accountability must also be adopted - one which attends to constrained and unconstrained skills while utilizing appropriate measures to document learning beginning in the earliest grades.

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“…These forms include rapping, DJing, breakdancing and other hip-hop dance forms, and graffiti, but also more recent forms such as hip-hop theatre, photography, journalism, and fashion (Chang, 2007). Current research trends in hip hop education show the positive potential outcomes with regards to students' participation and engagement in after-school activities as well as individual classrooms (Emdin, 2010;Hill, 2009;Low, 2011;Morrell & Duncan-Andrade, 2008). According to Emdin (2010), participation and engagement are identified with communication and cooperation , values which are intrinsically linked to foundational principles of graffiti culture.…”

Section: The Urban Artsmentioning

confidence: 99%

“…Although the field of hip hop education has grown and become increasingly recognized as contributing to student engagement and learning as valid and sound in educational practice (Emdin, 2009;Hall & Diaz, 2007;Hill & Petchauer, 2013;Hill, 2009;Low, 2011;Morrell & Duncan-Andrade, 2008), studies of graffiti and street art as tools to reach students and build on their level of classroom and school-wide engagement are practically non-existent. While there has been research on hip hop music successfully being used as a method of teaching, there is a minimal amount of research documenting the pedagogical potential of graffiti and street art culture as pedagogically sound tools and only a few programs which exist formally and collaboration.…”

Section: The Urban Artsmentioning

confidence: 99%

Examining the Development of a Transdisciplinary Collaboration

Jao

Proietti

Kobiela

2017

Transdisciplinarity in Mathematics Education

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The urban arts play a significant role in the lives of many of today's youth and may thus be a powerful vehicle for students to engage in and with mathematics. The Urban Arts Project (UAP) aims to incorporate the urban arts across all curricular subjects in one secondary school in Eastern Canada. A key feature of the project is to bring in artists to partner with school teachers in designing and delivering lessons that integrate urban arts. In this paper, we describe the case of one urban street artist and one mathematics teacher and the development of their collaboration to teach two interdisciplinary units of study. Although both the artist and teacher articulated initial hesitations to work across disciplinary boundaries and to collaborate, interview data suggest that by the end of the collaboration, both members had developed mutual respect, an important component in a successful collaboration. In the paper, we describe three factors that were important in supporting the development of this mutual respect: a) opportunities for the artist to watch the teacher teach prior to the unit; b) a pivotal moment where the artist's respect for the teacher was made explicit; and c) an artist-teacher liaison who was able to help facilitate collaboration between the artist and teacher. Given the success of this transdisciplinary collaboration, we encourage (mathematics) educators to think more broadly about opportunities and options for collaboration. By extending beyond disciplinary boundaries, collaborators can learn and benefit from varied and diverse perspectives.

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The Art of Critical Pedagogy: Possibilities for Moving From Theory to Practice in Urban Schools

Cited by 3 publications

References 0 publications

Centering theories of learning to design humanizing pedagogies and inclusive assessments

Centering theories of learning to design humanizing pedagogies and inclusive assessments

Assessment, accountability, and access: Constrained skill mastery as instructional gatekeeper

Examining the Development of a Transdisciplinary Collaboration

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