Using Imagination to Engage Future Teachers in a Critical Pedagogy in the Tertiary Classroom

Abstract

This paper reports aspects of our action research about incorporating imagination into teaching strategies which foster critical thinking in the tertiary classroom. Theoretical concepts of imagination, critical pedagogy and storying inform the two strategies outlined. Each strategy is discussed within an action research cycle of planning, implementation, observation and reflection. The data presented consist of sample stories written by students as outcomes of each teaching strategy, analysis of these stories and reflections on the processes. The research suggests that finding pedagogical ways to utilise Maxine Greene's (1995) view that imagination is generated from confrontations of ideas can encourage students to think differently and critically.