Toward a Transformative Teaching Practice: Criticity, Pedagogy and Praxis
One method to teach a multicultural class: a teacher walks in to a room calls the class to order, steps to the lectern and begins to deliver knowledge. Socially acquired information is disseminated; that gained over years of study and experience. Another view: I walk into a class where my students are sitting quietly at their desks pen and paper at the ready and quietly ask: shall we form a circle? The students agree and after having done so I follow up with: what would you like to do today? In following the work of Paulo Freire, Henry Giroux, bell hooks, and Maxine Greene among others I undertake an auto-critical approach to the classes I teach. It is a given for me that students bring knowledge to the table, my classes become our classes; we engage in dialogue to interrogate our subject matter: culture and schooling in societies. As the classes I teach are designed for future educators we engage our discussions to push pedagogy and transform teaching. During this paper presentation we will discuss critical pedagogy, its roots and how my students and I apply and reinvent it.
Keywords: Curriculum, Pedagogy, Transformative Teaching
Dr. Arturo Rodriguez
Assistant Professor, Department of Bilingual Education, Boise State University
His research interests include: Intercultural and democratic education; language and literacy acquisition; bilingualism and biliteracy; literacy and bilingual education; district, state and federal school language policy; inquiry and research design and methodology.