85013 Educational Foundations2

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85013Educational Foundations2

• Othering Education
• New Stories about Difference

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85013 EDUCATIONAL FOUNDATIONS 2TAKE-HOME
EXAMINATION
Full details on the website http//www.usq.edu.
au/ancil/foe/85013 WHEN Can be collected from
Wednesday afternoon 19th September
onwards. WHERE In Toowoomba, go to Faculty of
Education Office (G232) situated off the Foyer on
the Ground Floor of G Block (contact Margaret
Toleman). In Wide Bay, exam can be collected from
Emily Gatt
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• PLEASE NOTE Another person can pick it up BUT
  they must have written authorization from you
• OR you can make arrangements for it to be posted
  BUT only with permission. You need a stamped
  addressed envelope. 

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Education and the Other

• Othering process
• Centre-Margin
• Invisible - Visible
• Dominant-Subordinate
• Normal - Deviant
• What constitutes dominant, normal views of
  education?

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Axes of Difference
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Education as a function of society

• John Dewey
• Education for Democracy
• Role of Reflection Critique
• Progressivism

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Transformative teaching
Transformation Change Education as implicitly
individually transformative Education as
implicitly socially conservative Teaching as
personally and socially transformative Ethics
and philosophy
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Social Reconstructionism

• Basic Premise
• Citizenship is best promoted through critical
  engagement with the social world, where knowledge
  is derived from what citizens need to know to
  achieve social vision
• Method
• Reflective Inquiry and Action identify problems,
  locate social origins of present arrangements,
  generate solutions, act upon commitment

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A Partial Timeline
George Counts
1983 - date Teachers as Transformative
Intellectuals
1932 Dare the Schools Build a New Social Order ?
Henry Giroux
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George Counts

• Bolshevik Revolution
• Depression 1930s
• Indoctrination
• Teacher Social Vision

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Theodore Brameld

• 1960s
• Cold War
• Technology - atomic / nuclear armaments
• Education as force for drawing back from brink of
  extinction

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Henry Giroux

• Teachers as Transformative Intellectuals
• Civic courage
• Education as a political endeavour
• Moral / ethical basis to teacher work

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Paulo Freire

• Pedagogy of the oppressed
• Conscientisation
• Banking model of education
• Critical literacy
• Read the world to change the world
• 3rd World pedagogies

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Critical pedagogy
Hebrew tikkun to heal, repair, and transform
the world Sense of social betterment Sides with
oppressed, disadvantaged, marginalised Critical
theory
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Foundational principles Politics
disclose, challenge role schools play in
political, cultural life schools seen as
instructional and cultural sites ideological and
social forms collide in struggle for dominance
knowledge/power connection schools analysed in
two ways as sorting mechanisms (race, class,
gender criteria) AND as agencies
for self and social empowerment
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Culture
schooling represents introduction to, preparation
for, legitimation of particular forms of social
life favours/privileges specific vision of past,
present and future schooling reproduces
inequality, racism, sexism AND fragments
democratic social relations (emphasis on
competitiveness and cultural ethnocentrism)
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Economics
logic of marketplace directs schooling
neo-conservative agenda of production of
compliant, productive and patriotic workers the
aim management-type pedagogies and accountability
schemes leads to deskilling of teachers clerks
of the empire c.p. sees schooling for self and
social empowerment as ethically prior to
mastery of technical skills
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Essential concepts
hidden curriculum voice ideology hegemony cult
ural capital critique hope
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Important Critical Educators
Maxine Greene
Henry Giroux
Jonathan Kozol
Peter McLaren
Michael Apple
Ira Shor
John Dewey
Jenny Gore
George Counts
Paulo Friere
bell hooks

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Ira Shor
Critical Teaching and Everyday Life (1987)
378.125 Sho Empowering Education (1992) 370.973
Sho Friere for the Classroom (1987) 371.102
Fre/Fre A Pedagogy for Liberation (1987) 370.973
Sho Re-experience the ordinary
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Peter McLaren
If teachers unwittingly participate in what
critical educational theorists call social
reproduction, what would could you as a
teacher do to overcome the the worst dimensions
of this process ? If teaching and learning are
forms of cultural politics, what are the ways in
which we unconsciously silence or exclude
different student voices in our classrooms, such
as the voices of minority and economically
disadvantaged students?
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