Institutional pedagogy is a practice of education that is centered on two factors: 1. the complexity of the learner, and the "unconscious" that the educator brings to the classroom. This unconscious is another name for the diversity of social, economic, cultural and other unspoken elements that an educator interacts with in an institutional setting; and 2. the role of the institution in the process of intervening in both those psycho-social factors and in what is known by a student.
But even more than this, as conceived by its founder, Fernand Oury, Institutional Pedagogy is a constant calling into question of the institutional context itself. Thus the classroom is never a presupposed and static setting. The movement of Institutional Pedagody is thus in direct opposition to the prevailing trends of education prior to the late 1960s, almost all of which tended to homogenize socio-cultural differences amongst learners, psycho-social factors in learning and most important the presence of the "unconscious" in the classroom itself.
Thus the use of 'institution' in Institutional Pedagogy is broader than in its more colloquial sense. To Oury the institution could be defined as: "the places, moments, status of each according to his/her level of performance, that is to say according to his/her potentialities, the functions (services, posts, responsibilities), roles (president, secretary), diverse meetings (team captains, different levels of classes, etc.), and the rituals that maintain their efficacy."
Pierre-Félix Guattari was a French psychoanalyst, political philosopher, semiotician, social activist, and screenwriter. He co-founded schizoanalysis with Gilles Deleuze, and ecosophy with Arne Næss, and is best known for his literary and philosophical collaborations with Deleuze, most notably Anti-Oedipus (1972) and A Thousand Plateaus (1980), the two volumes of their theoretical work Capitalism and Schizophrenia.
Fernand Oury was a pedagogue and creator of institutional pedagogy. He recommended and practiced a "school of the people" methodology, in which children were no longer passive receivers, but actively participated in the management of their learning, methods, forms of relations and the everyday life of the class: all of which he called institutions. Some of the notable elements of this methodology were pupils' council, school funds and individualized curricula.
Pedagogy, from Ancient Greek παιδαγωγία (paidagōgía), 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.
A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
Célestin Freinet was a noted French pedagogue and educational reformer.
Culturally relevant teaching or responsive teaching is a pedagogy grounded in teachers' practice of cultural competence, or skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to their cultural context.
Popular education is a concept grounded in notions of class, political struggle, and social transformation. The term is a translation from the Spanish educación popular or the Portuguese educação popular and rather than the English usage as when describing a 'popular television programme', popular here means 'of the people'. More specifically 'popular' refers to the 'popular classes', which include peasants, the unemployed, the working class and sometimes the lower middle class. The designation of 'popular' is meant most of all to exclude the upper class and upper middle class.
Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community. The professionals who engage in training the prospective teachers are called teacher educators.
English-language Learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'. The instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in the achievement of these students. Several methods have been suggested to effectively teach ELLs, including integrating their home cultures into the classroom, involving them in language-appropriate content-area instruction early on, and integrating literature into their learning programs.
François Maspero was a French author and journalist, best known as a publisher of leftist books in the 1970s. He also worked as a translator, translating the works of Joseph Conrad, Mehdi Ben Barka, and John Reed, author of Ten Days that Shook the World, among others. He was awarded the Prix Décembre in 1990 for Les Passagers du Roissy-Express.
Archetypal pedagogy is a theory of education developed by Clifford Mayes that aims at enhancing psycho-spiritual growth in both the teacher and student. The idea of archetypal pedagogy stems from the Jungian tradition and is directly related to analytical psychology.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy - linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity.
René Lourau was a French sociologist and educator.
Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.
Feminist pedagogy is a pedagogical framework grounded in feminist theory. It embraces a set of epistemological theories, teaching strategies, approaches to content, classroom practices, and teacher-student relationships. Feminist pedagogy, along with other kinds of progressive and critical pedagogy, considers knowledge to be socially constructed.
Françoise Blime was a French philosopher. She was a disciple of Raymond Aron and a lifelong admirer of Levi-Strauss’ s structural anthropology, Françoise Blime was one of the few French students to have been accepted in the United States on a Fulbright Scholarship at Brandeis University, where she was trained along some of the leading thinkers behind the US social revolution of the late 1960s such as Angela Davis. Back in France, she worked relentlessly to elaborate and apply new paradigms in the French state educational systems, initially by the insertion of institutional psychopedagogy in the training courses of school teachers and later as a prominent researcher and administrator of the National Centre for Pedagogical Documentation, the office within the French Ministry of Education that publishes teaching training materials. Françoise Blime was also member of a number of prestigious think-tanks in the field of education, such as the Teaching League and was awarded the Palmes Académiques.
Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.
The neurolinguistic approach is a pedagogical method used in acquiring/teaching second or foreign languages in a school setting, singling out the ability to communicate, both orally and in writing. Originally, it was developed for the teaching of French, but there are now a variety of programs based on this approach for the teaching of several different languages. The most widely used program in Canada is that known as "Intensive French" (IF).
The lycée autogéré de Paris (LAP) is an experimental high school created in 1982 by Education Minister Alain Savary.
