class 3 critical pedagogy

There are two parts to this assignment:

One.  Read what’s posted below and write response notes. 

Two.  Meet with breakout room group (from class two) to discuss readings and post to shared doc. 

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some principles of critical pedagogy

  • horizontal, reciprocal rather than top-down, hierarchical “banking” method
  • collaborative rather than competitive
  • problem-posing and dialogic
  • everybody brings knowledge; educator acts as coordinator to bring this out 
  • seeks to develop critical consciousness of one’s relationship to power structures
  • uncovers the “hidden curriculum” of dominant educational institutions
  • empowers the voices of everyday people to challenge “culture(s) of silence”  
  • whole body:  mind/spirit/heart/feelings; this includes the “social-emotional”
  • oriented towards praxis, social change

1.  Freire, P. (2000). Pedagogy of the oppressed (M.B. Ramos, Trans.) (30th anniversary edition). New York: Continuum Books. Ch. 2, read first 11 paragraphs up to [Footnote #1: Simone de Beauvoir…

2.  Paulo Freire and the Development of Critical Pedagogy   4.56

3.  Four Steps to Liberation: Paulo Freire and Pedagogy of the Oppressed  4.40

4.  Maryellen Weimer.  Critical Pedagogy Brings New Teaching and Learning Challenges.  Teaching and Learning.  December 8, 2009.


praxis cycle

One.  Read what’s posted below and write response notes. 

Reading questions —  written response required 

  1.  What are some thoughts on these readings/videos on critical pedagogy?  How do they resonate with your experience?  What are some takeaways to share in class?
  2.  Critical pedagogy seeks a horizontal method of shaping “curriculum content” by drawing from learners’ experience and questions, jointly posed by learners and instructor.  Given the multiple levels of systemic breakdown we face — public health pandemic, economic precarity, government austerity, youth uprising against structural racism  — what problems/questions might you pose, connecting the focus of this course (youth, democracy, and the entertainment industries) to the current situation?  While the instructor has set an initial syllabus outline, in relation to the crisis, what do you think we should study?

Post on  a Google doc.  Send link to instructor:  jsaxe@umass.edu.  Include date and name of assignment at the top of your response notes.  Single-space, proof-read.  One to two paragraphs max.

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Two.  Meet with breakout room group (from class two) to discuss readings and post to shared doc. 

  • Arrange a Zoom meeting with your breakout room group.  You’ll need to share emails.  It would be best to meet on the weekend before class.
  • For Zoom chat, do three things:
    • Check in with each other on how you’re doing.  This could relate to school, personal life, family, work, etc.  What’s good?  Some challenges?  Practice active listening.
    • Go around to share response notes; then write some joint commentary that reflects some of what you each wrote and the ensuing discussion.  Someone needs to volunteer to scribe.  You might also comment on how the prompts and assignment worked for you.
    • Post your shared comments on this shared Google doc.:  https://drive.google.com/file/d/1bx0JzHB0kbXi4B0pmW5Xndcj384Paw98/view?usp=sharing.  Include each person’s name with the scribe first.  Insert a horizontal line at the top and bottom of your notes to separate them from other group notes.  https://drive.google.com/file/d/1bx0JzHB0kbXi4B0pmW5Xndcj384Paw98/view?usp=sharing

NOTE:  the shared Google doc for the group dialogue notes is SEPARATE from the individual Google doc on which you’ve written your part one personal responses to the readings.