Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (6):561-582 (2011)
AbstractThis article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and emotive dimensions of the ongoing failure of institutions to provide ideas that help individuals both recognize social problems and imagine possible solutions. Focusing on Dewey's epistemological framework, specifically tools for inquiry, provides a way to grasp this problem. It also affords some innovative solutions; for instance, it helps conceive of possible links between the regular curriculum and the study of specific social justice issues, a relationship that is often under-examined. The aims of critical pedagogy depend upon students developing dexterity with the conceptual tools they use to make meaning of the evidence they confront; these are background skills that the regular curriculum can be made to serve even outside social justice-focused curricula. Furthermore, the article concludes that because such inquiry involves the exploration and potential revision of students' world-ordering beliefs, developing flexibility in how one thinks may be better achieved within academic subjects and topics that are not so intimately connected to students' current social lives, especially where students may be directly implicated
Similar books and articles
Situated Pedagogy and the Situationist International: Countering a Pedagogy of Placelessness.John Kitchens - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (3):240-261.
Ethical Reasoning and the Craft of Moral Practice.Dr Matthew Lipman - 1987 - Journal of Moral Education 16 (2):139-147.
A Pedagogy for Integrating Catholic Social Ethics into the Business Ethics Course.John C. Cassidy - 2006 - Journal of Business Ethics Education 3:35-54.
Toward a "Democratic" Vision of Pedagogy: Hermeneutic Interpretation Through Communicative Discourse in the Humanities Classroom.James Magrini - unknown
Deweyan inquiry: From education theory to practice (review).Patricia M. Shields - 2010 - Education and Culture 26 (2):90-93.
Imagining social change: Developing social consciousness in an arts-based pedagogy.Louise Ammentorp - 2007 - Outlines. Critical Practice Studies 9 (1):38-52.
Pedagogy in Common: Democratic education in the global era.Noah de Lissovoy - 2011 - Educational Philosophy and Theory 43 (10):1119-1134.
Added to PP
Historical graph of downloads
Citations of this work
No citations found.
References found in this work
Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks.Clark A. Chinn & Betina A. Malhotra - 2002 - Science Education 86 (2):175-218.
Understanding students' practical epistemologies and their influence on learning through inquiry.William A. Sandoval - 2005 - Science Education 89 (4):634-656.