Difference between revisions of "Pédagogie critique"
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In this tradition the teacher works to lead students to question ideologies and practices that the students themselves consider oppressive (including those at school), and encourage liberatory collective and individual responses to the actual conditions of their own lives. | In this tradition the teacher works to lead students to question ideologies and practices that the students themselves consider oppressive (including those at school), and encourage liberatory collective and individual responses to the actual conditions of their own lives. | ||
| − | The student often begins as a member of the group or process (including religion, national identity, cultural norms, or expected roles) he or she is critically studying. | + | The student often begins as a member of the group or process (including religion, national identity, cultural norms, or expected roles) he or she is critically studying. Après que l'étudiant(e) est atteint le point de révélation où il ou elle commence à voir la société présente comme profondément problématique, la prochain comportement encouragé est le partage de cette connaissance, de paire avec la tentative de changer la nature oppressante de la société. |
| − | == | + | ===Sujets amenés=== |
| − | + | Pour encourager les étudiant(e)s à changer leur façon _their view from accepting the social norms (viewed by critics as being gullible) into being independently critical (viewed by mainstream society as being cynical) the instructors often introduce challenges to heroic icons and self-edifying history using contradictory reports or external points of view of the same subjects. | |
==Generalized Examples=== | ==Generalized Examples=== | ||
| − | * | + | *Pour encourager les étudiant(e)s à devenir critique, l'instructeur peut utiliser ces exercices(td:tasks) _to challenge the generally accepted paradigm of the student's society: |
| − | + | :Prompt the student to investigate a war that his or her society has waged and considered just and critically evaluate if it meets the criteria of a [[Just War Theory|just war]]. | |
| − | + | :Encourage students to explore issues of power in their own families. | |
| − | + | :To lead students to examine the underlying messages of popular culture and mass media. | |
| − | + | :Require the evaluation of existing controversies in contemporary society, such as the relative merits of U.S. government spending on atomic weapons versus international health programs. | |
| − | + | :Ask whether the metaphoric Emperor's New Clothes (fable) is, in fact, clothed. | |
*Real-world examples of concepts often introduced to generate critical thinking: | *Real-world examples of concepts often introduced to generate critical thinking: | ||
| − | + | :A challenge to the reverential mythology around Christopher Columbus and leading students to investigate primary sources by and about the historical figure. One might possibly suggest sources such as the Black Legend, or other sources that cast more disconcerting views on the legacy of his efforts. | |
Revision as of 03:31, 23 April 2007
| L'avancement de cette traduction est de %. |
Catégorie:En traduction La Pédagogie critique est une approche d'enseignement qui tente d'aider les étudiant(e)s à questionner et combattre la domination, et les croyances et pratiques du même but. Dans d'autres mots, c'est une théorie et une pratique d'aide aux étudiant(e)s afin qu'ils et elles atteignent une conscience critique. La pédagogue critique Ira Shor définit la pédagogie critique comme
Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional cliches, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse. (Empowering Education, 129)
In this tradition the teacher works to lead students to question ideologies and practices that the students themselves consider oppressive (including those at school), and encourage liberatory collective and individual responses to the actual conditions of their own lives.
The student often begins as a member of the group or process (including religion, national identity, cultural norms, or expected roles) he or she is critically studying. Après que l'étudiant(e) est atteint le point de révélation où il ou elle commence à voir la société présente comme profondément problématique, la prochain comportement encouragé est le partage de cette connaissance, de paire avec la tentative de changer la nature oppressante de la société.
Contents
Sujets amenés
Pour encourager les étudiant(e)s à changer leur façon _their view from accepting the social norms (viewed by critics as being gullible) into being independently critical (viewed by mainstream society as being cynical) the instructors often introduce challenges to heroic icons and self-edifying history using contradictory reports or external points of view of the same subjects.
Generalized Examples=
- Pour encourager les étudiant(e)s à devenir critique, l'instructeur peut utiliser ces exercices(td:tasks) _to challenge the generally accepted paradigm of the student's society:
- Prompt the student to investigate a war that his or her society has waged and considered just and critically evaluate if it meets the criteria of a just war.
- Encourage students to explore issues of power in their own families.
- To lead students to examine the underlying messages of popular culture and mass media.
- Require the evaluation of existing controversies in contemporary society, such as the relative merits of U.S. government spending on atomic weapons versus international health programs.
- Ask whether the metaphoric Emperor's New Clothes (fable) is, in fact, clothed.
- Real-world examples of concepts often introduced to generate critical thinking:
- A challenge to the reverential mythology around Christopher Columbus and leading students to investigate primary sources by and about the historical figure. One might possibly suggest sources such as the Black Legend, or other sources that cast more disconcerting views on the legacy of his efforts.
Background, Developing a Call for Action
La pédagogie critique a été très influencé par les travaux de Paulo Freire, argumentablement l'éducateur critique le plus reconnu. Selon ses écrits, Freire heavily endorses students’ ability to think critically about their education situation; this way of thinking allows them to “recognize connections between their individual problems and experiences and the social contexts in which they are embedded.â€[1] Realizing one’s consciousness ("conscientization") est la première étape de la praxis, qui est définit comme le pouvoir et le savoir nécessaire pour agir envers l'oppresion, tout en revandiquant l'importance de libérer l'éducation. “Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level.â€[2]
Les théories post-modernes, antiracistes, féministes, post-coloniales et queer ont toutes jouées un rôle_ in further explaining Freire’s ideas of critical pedagogy, shifting its main focus on social class to include issues pertaining to race, gender, sexuality, nationality, ethnicity, and age. Plusieurs pédagogues critiques contemporain(e)s ont pris(es) des perspectives postmodernistes et anti-essencialistes de l'individu, de la langue et du pouvoir, “tout en conservant au même moment, l'emphase de Freire sur la critique, et le renversement des régimes oppressifs.â€[3] Contemporary critical educators, such as bell hooks appropriated by Peter McLaren, discuss in their criticisms the influence of many varied concerns, institutions, and social structures, “including globalization, the mass media, and race relations,†while citing reasons for resisting the possibilities to change.[4]
Examples
dans l'histoire
Durant l'apartheid en Afrique du sud, legal racialization implemented by the regime drove members of the radical leftist Teachers' League of South Africa to employ critical pedagogy with a focus on nonracialism in Cape Town schools and prisons. Teachers collaborated loosely to subvert the racist curriculum and encourage critical examination of political and social circumstances in terms of humanist and democratic ideologies. The efforts of such teachers are credited with having bolstered student resistance and activism.[1]
dans la littérature
Famous authors of critical pedagogy texts not only include Paulo Freire, as mentioned above, but also Rich Gibson, Michael Apple, Henry Giroux, Peter McLaren, Joe L. Kincheloe, Howard Zinn, and others. Famous educationalists including Jonathan Kozol and Parker Palmer are sometimes included in this category. Other critical pedagogues more famous for their anti-schooling, unschooling, or deschooling perspectives include Ivan Illich, John Holt, Ira Shor, John Taylor Gatto, and Matt Hern. Much of the work draws on feminism, marxism, Lukacs, Wilhelm Reich, post-colonialism, and the discourse theories of Edward Said, Antonio Gramsci and Michel Foucault. Radical Teacher is a magazine dedicated to critical pedagogy and issues of interest to critical educators. The Rouge Forum is an online organization led by people involved with critical pedagogy.
Voir aussi
- Conscientisation
- Éducation populaire
- Pédagogie Queer
- Pensée critique
- Student voice
- Teaching for social justice
Liens externes
- Radical Teacher magazine
- The Rouge Forum
- Radical Teaching, a critical pedagogy site
- Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, Culture
- Liberatory Education
- Many relevant links
- "What is Critical Literacy?" by Ira Shor
- For Your Own Good by Alice Miller
- REDIRECT Modèle:Wikipedia traduit
- ↑ Wieder, Alan (2003). Voices from Cape Town Classrooms: Oral Histories of Teachers Who Fought Apartheid. History of Schools and Schooling Series, vol. 39. New York: Peter Lang. ISBN 0-8204-6768-5.
