October 15/16, 07 - Plan.


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October 15/16, 07 - Motivation. Time Activity 8:30 Seminar: Understudies go specifically to Workshop Rooms to begin the class. 9:45 Announcements: -Perusing Assignments -Class Perusing Bunches -Cite Cards -World Religions 9:30 Break 9:50 Lecture: Part 4: (Cpp. 27)
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October 15/16, 07 - Agenda Time Activity 8:30 Seminar: Students go straightforwardly to Seminar Rooms to begin the class. 9:45 Announcements: -Reading Assignments -Seminar Reading Groups -Quote Cards -World Religions 9:30 Break 9:50 Lecture: Chapter 4: (Cpp. 27) “ Critical Perspectives on the Politics of Teaching and Pedagogy “ (Barakett & Cleghorn) & Other sources. 11:15 End of Class

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ The Politics of Teaching: Teachers - both practical and underestimated learning. This information: - procured - amid educator preparing & through their own socialization (the same socio-social framework where they wind up instructing) The thought that schools, sorted out in customary ways, are the suitable spots fro understudies to learn - is for the most part unchallenged.

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Generalized conviction that “ we live in a meritocracy ” Meritocracy: an arrangement of stratification taking into account individual accomplishment where singular endeavors and capacity lead to advanced education = society ’ s prevailing philosophy. Philosophy : - an arrangement of convictions and qualities held by a gathering

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Marx: Ideology - a conviction framework that legitimates the prevailing gathering. A framework created and controlled by the proprietors of material generation The financial strength of the decision class controls the universe of thoughts

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Marx: His conceptualization is esteemed in light of the fact that it grounds philosophy in material experience and in recognizable human conduct Problematic - on the grounds that - it infers that societal thoughts and convictions are purposely controlled in an ascertained manner in order to instill the subordinate class.

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ According to Marx: Ideology serves the intense presenting so as to gather the frail or subordinate gatherings with a meaning of reality that is false As this definition turns out to be a piece of the mutual conviction framework it gives request to the encompassing scene

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Weber: Extends Marx’s idea of philosophy Ideology and control are all the more capable and viable when they are shrouded in convictions that make it seem honest to goodness through the instructive framework One of the real parts of a training framework is to scatter the prevailing belief system through the masses

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Gramsci’s idea of administration: Shows how philosophy begins and works in an inconspicuous manner - a prevalence of impact Hegemonic part of belief system : Arises from its capacity to fabricate social agreement

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ 2. Appeals to a particular elucidation of the past & people’s judicious suspicions about the world Example - “The American Dream” (myth) The examples of overcoming adversity of a minority of new Americans The Puritan ethos: diligent work = achievement!!!

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ During the19 th century: industrialization & the standardization of instruction for all Ideology got to be deciphered into instructive qualities. Reward for had work in school - deciphered into accomplishment of higher societal position.

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Barakett & Cleghorn: Ideology is powerful as opposed to static A living conviction that is bound up and enlivened in the understudy\'s cognizance Shapes the student’s view of self and society in huge courses (lenses through which life is seen) Within the school\'s foundation - the predominant belief system influences and adds to the understudy\'s awareness, molding impression of their reality Education - not a removed component sorting & selecting specialists It has a tendency to works along these lines in light of the fact that individuals have come to trust that his is a piece of the school’s undertaking

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ Thus Education: Aids in the philosophy\'s proliferation It recreates social and financial imbalance Perpetuates patters of progress and disappointment It is unchallenged since it is considered “normal” The essential organization for controlling belief system is the school. This is the thing that the creators mean by: “the legislative issues of showing and education”

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Chapter 4: “ Critical Perspectives on the Politics of Teaching and Pedagogy “ When the organized methods for doing things turn out to be an in\'s piece trapsychic make-up of the individual, the framework underpins the prevailing gathering. ” Intrapsychic: being or happening inside of the mind, psyche, or identity Merriam-Webster\'s Medical Dictionary, © 2002 Merriam-Webster, Inc.

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Teaching and Pedagogy : - the generation of learning, personalities, and qualities. “Pedagogy [refers] to the combination practically speaking of specific educational programs substance and outline, classroom methodologies and strategies, and assessment, reason and technique. These perspectives sort out a perspective of how a teacher’s work inside of an institutional connection indicates a specific rendition of what information is most worth, what it intends to know something, and how we may develop representations of ourselves, others, and our physical and social environments.”

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Teaching and Pedagogy The shift far from educating, the transmission of learning, to instructional method, the creation of learning, prompts the perspective that teaching method is a type of social governmental issues.

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Teaching and Pedagogy Those in force figure out what others out to/may learn Simon: “ discuss instructional method is all the while discuss the subtle elements of what understudies and others may to together and the social legislative issues such practices support … . We can\'t discuss showing practices without discussing governmental issues ”

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Teaching and Pedagogy Culture as a lifestyle as well as a type of generation that includes relations of force and legitimization of specific implications and experience.

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Paulo Freire: 1921-1997 Philosophical Documents in Education : by Reed, R.F. & Johnson, T.W. (2000) he tries doing he proposes for others to do offers us an idealistic vision of what life ought to be verbalizes a dynamic instructional method for achieving this coveted objective his vote based vision is grounded in the neediness and persecution that portrayed his local region of Recife, Brazil.

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Paulo Freire: 1921-1997 “ Freire ’ s thought speaks to the reaction of an innovative personality and touchy still, small voice to the remarkable wretchedness and enduring of the persecuted around him. ” Shaull (1972)- foreword to ‘ Pedagogy of the Oppressed ”

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Paulo Freire: 1921-1997 Living in degraded destitution as a kid, Freire experienced and comprehended what he later named the “ society of hush ” that describes the seized . Society of quiet: - a society of inactivity, which is made in the classroom by showing practices and educational module that come from the predominant\'s force class.

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Paulo Freire: 1921-1997 Victimized by the financial, social, and political paternalism of the overwhelming classes, poor people and confiscated are not prepared to react to the world ’ s substances in a discriminating manner. The overwhelming classes contrived an instructive framework with the end goal of keeping the masses “ submerged ” and contained in a “ society of quiet. ”

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Paulo Freire: 1921-1997 Freire shared the predicament of the “ pitiful of the earth ” , His family lost its white collar class status amid the overall despondency of the 1930 ’ s He understood that the “ society of quiet ” could and ought to be overcome .

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Paulo Freire: 1921-1997 Aware that the surviving instructive framework cultivated and maintained this society of hush, Freire held his confidence in the force of an authentic training to empower and engage even the most pitiful to first perceive their persecuted condition and after that take an interest in its change . To help those submerged in this society of quiet, Freire joined hypothesis and practice into what is best known as a “ instructional method of the abused. ”

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Paulo Freire: 1921-1997 It is imperative to note that this teaching method did not rise all out of the brain of Freire yet developed as he worked with the confiscated he could call his own nation. Dialog: A way to deal with showing that is described by collaboration and acknowledgment of exchange capacity in the parts of instructor and learner.

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Paulo Freire: 1921-1997 In adding to an instructional method that focuses on dialog , that is, “ the experience between men, intervened by the world, with a specific end goal to name the world, ” Freire stayed consistent with his fundamental convictions that every individual legitimacy our admiration and are fit for understanding and changing the universe of which they are a section.

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Paulo Freire: 1921-1997 Experiencing firsthand the appetite and destitution that portrayed Recife amid the 193

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