Studies in Philosophy and Education 32 (6):563-580 (2013)

Authors
Stephen Vassallo
American University
Abstract
In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire’s discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: targets individual psychological changes that render individuals adaptable to existing social orders; is guided by a logic to prescribe a certain kind of self; and produces a relationship of dependence as learners depend on teachers for learning the necessary scripts to regulate their learning. This analysis points to ethical complexities related to teaching students to academically self-regulate.
Keywords Self-regulated learning  Critical pedagogy  Empowerment  Critical educational  Psychology
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DOI 10.1007/s11217-012-9337-0
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References found in this work BETA

Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.

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Citations of this work BETA

Fixing Education.Aaron M. Kuntz & John E. Petrovic - 2018 - Studies in Philosophy and Education 37 (1):65-80.
Fixing Education.John Petrovic & Aaron Kuntz - 2018 - Studies in Philosophy and Education 37 (1):65-80.

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