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Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills, and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Pedagogy, most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
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Pedagogy of the Oppressed is a book by Brazilian educator Paulo Freire, written in Portuguese between 1967 and 1968, but published first in Spanish in 1968. An English translation was published in 1970, with the Portuguese original being published in 1972 in Portugal, and then again in Brazil in 1974. The book is considered one of the foundational texts of critical pedagogy, and proposes a pedagogy with a new relationship between teacher, student, and society.
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Critical mathematics pedagogy is an approach to mathematics education that includes a practical and philosophical commitment to liberation. Approaches that involve critical mathematics pedagogy give special attention to the social, political, cultural and economic contexts of oppression, as they can be understood through mathematics. They also analyze the role that mathematics plays in producing and maintaining potentially oppressive social, political, cultural or economic structures. Finally, critical mathematics pedagogy demands that critique is connected to action promoting more just and equitable social, political or economic reform.
Critical Pedagogy Primer is a book by Joe L. Kincheloe published by Peter Lang. Like other "primers" published by Peter Lang, it is an introductory text on the topic of critical pedagogy aimed at a wider audience with its use of more accessible language. The book has wide margins suitable for reader annotations, and many terms and their definitions are included in these margins for accessibility.
Pedagogy of Hope: Reliving Pedagogy of the Oppressed is a 1992 book written by Paulo Freire that contains his reflections and elaborations on his previous book Pedagogy of the Oppressed, with a focus on hope. It was first published in Portuguese in 1992 and was translated into English in 1994 by Robert Barr, with notes from Freire's widow Ana Maria Araújo Freire.
Abolitionist teaching, also known as abolitionist pedagogy, is a set of practices and approaches to teaching that emphasize abolishing educational practices considered by its proponents to be inherently problematic and oppressive. The term was coined by education professor and critical theorist Bettina Love.
References
Footnotes
- ↑ Freire 1970, p. 12.
- ↑ Freire 1970, p. 29.
- ↑ Freire 1970, p. 81.
- 1 2 McLaren 1999, p. 51.
- 1 2 Freire 1970, p. 76.
- ↑ Wallerstein 1987, p. 35.
- ↑ Freire 1970, p. 72.
- ↑ Shor 1997.
Bibliography
- Freire, Paulo (1970). Pedagogy of the Oppressed.
- McLaren, Peter (1999). "A Pedagogy of Possibility: Reflecting upon Paulo Freire's Politics of Education: In Memory of Paulo Freire". Educational Researcher. 28 (2): 49–56. doi:10.3102/0013189X028002049. ISSN 1935-102X. JSTOR 1177189.
- Shor, Ira (1997). When Students Have Power: Negotiating Authority in a Critical Pedagogy.
- Wallerstein, Nina (1987). "Problem-Posing Education: Freire's Method for Transformation". In Shor, Ira (ed.). Freire for the Classroom: A Sourcebook for Liberatory Teaching. Portsmouth, New Hampshire: Boynton/Cook Publishers. pp. 33–44. ISBN 978-0-86709-197-7 . Retrieved 28 September 2020.