Critical pedagogy: An Introduction Dr Dibakar Sarangi. O.E.S (College Branch) DAV College of Teacher Education Koraput. Orissa.India Send Comments to -

Critical pedagogy An instructional approach that allows learners for construction of meanings, ideas, concepts and formulate their own conviction /principles/theory through collaborative engagement on a meaningful task Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic... [It] allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships... When students confront the real problems of their existence they will soon also be faced with their own oppression. (Grundy 1987: 105) Grundy, S. (1987) Curriculum: product or praxis? Lewes: Falmer Press.

Construction of knowledge is an active process involving mental action of the learner like enquiry, exploration, questioning, debating, application and reflection leading to theory building and the creation of ideas in social setting. What it looks like?

How Knowledge is constructed? The construction of knowledge involves the principles: 1. Knowledge is actively constructed by the learner, not passively received from the environment. 2. Knowing is a process of adaptation based on and constantly modified by a learner's experience of the world. It does not discover an independent, pre-existing world outside the mind of the knower

The four kinds of knowledge Four epistemological assumptions are at the heart of what we refer to as "constructivist learning.“ 1.Knowledge is physically constructed by learners who are involved in active learning. 2.Knowledge is symbolically constructed by learners who are making their own representations of action; 3.Knowledge is socially constructed by learners who convey their meaning making to others; 4.Knowledge is theoretically constructed by learners who try to explain things they don't completely understand

Conventional Vs constructivist teacher Most conventional teacher planning models are based on verbal explanations or visual demonstrations of a procedure or skill by the teacher which are then combined with practice of this method or skill by the student But A constructivist teacher focuses on the development of situations as a way of thinking about the constructive activities of the learner rather than the demonstrative behavior of the teacher.

Features of Critical Pedagogy Observe Participate Dialogue Cognitive Conflict Negotiation Concludes Meta-cognition Purpose To examine a concept in terms of its socio, economic, political, humane and moral implications Children are critical observerers, examiners, evaluaters, planners and decision makers

Constructivist Learning Design 1.Situation (you arrange for the students to explain.) 2.2. Groupings (of students and materials.) 3.3. Bridge (between what students know and what they might learn.) 4.4. Questions (you will ask or anticipate students will ask.) 5.5. Exhibit (of student explanations for others to understand.) 6.6. Reflections (by students on their process of explanation.)

1. Situation: you are going to arrange for students to explain. – Title and describe this situation as a process of solving problems, answering questions, creating metaphors, making decisions, drawing conclusions, or setting goals. – What do you expect the students to do? – How will students make their own meaning?

2.2. Groupings Groupings of students (A) and materials (B). A. Groupings of students as either whole class, individuals, or in collaborative learning teams of two, three, four, five, or more. B. Groupings of materials that students are going to need to explain the situation by physically modeling, graphically representing, numerically describing, or reflectively writing their individual and collective experience.

3.3. Bridge Bridge between what your students already know and what they might learn by explaining the situation. Solve a simple problem. Have a group discussion. Play a game or simulation. Brainstorm a list.

4.4. Questions Questions to introduce the situation and to keep thinking going. What question will set up a bridge to the situation? What questions will set up the situation for students to explain? What questions do you expect students to ask, and how will you respond to encourage them to continue thinking for themselves ?

5.5. Exhibit students make for others of how they recorded their explanation. Write a description on cards and give a verbal presentation. Draw out a graph, a chart, or a visual representation. Act out or role play their impressions. Construct a physical representation with models. Video tape, photographs, or audio tape for display.

6. Reflections Reflections on what students were thinking while explaining the situation. – What did students remember from their thought process about: Feelings in their spirit; Images in their imagination; and Languages in their internal dialogue. – What attitudes, skills, and concepts did students take out the door? – What did they know before; what did they want to know; and what did they learn? – What did they learn today that they won't forget tomorrow?

Summary “Multiple perspectives and representations of concepts and content are presented and encouraged. Goals and objectives are derived by the student or in negotiation with the teacher or system. Teachers serve in the role of guides, monitors, coaches, tutors and facilitators. Activities, opportunities, tools and environments are provided to encourage meta-cognition, self- analysis -regulation, -reflection & -awareness. The student plays a central role in mediating and controlling learning.

Summary (contd) Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the 'real world'. Primary sources of data are used in order to ensure authenticity and real-world complexity. Knowledge construction and not reproduction is emphasized. This construction takes place in individual contexts and through social negotiation, collaboration and experience.

Summary contd… The learner's previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process. Problem-solving, higher-order thinking skills and deep understanding are emphasized. Errors provide the opportunity for insight into students’ previous knowledge constructions. Exploration is a favored approach in order to encourage students to seek knowledge independently and to manage the pursuit of their goals. Learners are provided with the opportunity for apprenticeship learning in which there is an increasing complexity of tasks, skills and knowledge acquisition.

Summary (contd.) Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary Learning Collaborative and cooperative learning are favored in order to expose the learner to alternative viewpoints. Scaffolding is facilitated to help students perform just beyond the limits of their ability. Assessment is authentic and interwoven with teaching.”

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