Critical Constructivism Kincheloe Summary

Kincheloe, Joe L. Critical Constructivism Primer (pp. 1-5). New York: P. Lang, 2005. Print.

In Joe L. Kincheloe’s chapter on “Critical Constructivism” (2005) he argues that teachers and students aren’t challenged in their profession, liberal arts, and science. He supports that critical constructivism goes hand and hand with learning because it’s concerned about research, the practice of teaching, and its connection. He argues “knowers” construct the known and that what everyone else internalizes as truth. The places we come from shape our ideas of the world and our understanding. Collectively peoples social, historical, and cultural knowledge shapes who they are. He does this by highlighting to acquire knowledge it’s misleading to assume it’s based merely on memorizing facts and truths. Kincheloe continues to claim that “critical constructivist” attempt to

Tal and Alkaher aim to bring children together to work towards a mutual cause of revitalization and non-violence. Ali-Khan argues “collaboration across difference is never that easy and disparate landscapes are rough terrain for mutual dreams (para.2).” She supports this claim through shared and personal experience has shaped her idea of multiculturalism and the connection between time, space, and power. Her stance is ecological sustainability is unpractical if it’s not worth preserving the future/if the future has no potential. Rebutting Tal and Alkaher idea the Jewish community and Bedouins can share a common ecological sustainability when they come from disproportionate socio-economic statuses. She continues to argue the reason the Jewish and Arab students had different views on the space (creek) is because of inherently dissimilarities. In addition, creating a multiculturalism environment goes beyond Tal and Alkaher’s project and they only mastered acceptance as a result of