VIC151 Week 1 Reflection Paper
Introduction Over the past year, I have learned a lot of valuable lessons in the VIC151 course. Not only did the course challenge me to question my previous beliefs on education, it also provided me the opportunity to expand my understanding of a number of interesting topics such as social justice education, mindfulness, holistic education, progressive education, and multicultural education. The following portfolio is an amalgamation of the various items I believe represent my experience in the VIC151 course. Philosophy of Teaching Critical Pedagogy A teacher’s individual philosophy of teaching is a powerful guiding force in the classroom. It shapes a teachers practices and influences all aspects of the classroom environment. Throughout the past year, I have come to understanding that my philosophy of teaching is largely shaped by critical thinking and critical pedagogy. Critical pedagogy finds its roots in John Dewey’s “Education and Democracy,” and has since grown into a popular philosophy among many educators (Rhems, 2013, p.1). Paulo Freire's “Pedagogy of the Oppressed” is a fundamental text for the philosophy, and it pushes …show more content…
Above all, I want my students to feel empowered and important within the classroom, and I believe that social justice education and feminist pedagogy has the ability make positive change for students. In addition, I believe critical pedagogy naturally incorporates aspects such as empathy, empowerment, community, leadership, and representation into learning. Over the past year, in both the VIC151 and VIC150 courses, I have explored two branches of critical pedagogy – Social Justice Education and Feminist Pedagogy. I believe that these two education philosophies are both extremely interesting and extremely empowering. Social Justice
Mgt Section 391 Week 1 Paper
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801 Words | 4 PagesSo·cial jus·tice, noun, 1. justice in terms of the distribution of wealth, opportunities, and privileges within a society. 2."individuality gives way to the struggle for social justice.” (Google Search). Social Justice is a term used to justify the equality in the world; equality of race, equality of gender, equality of religion, of age, of background; equality of all people not dependent on any outside factor, but of the people themselves.
Pedagogy Of The Oppressed Chapter 2 Analysis
314 Words | 2 PagesIn chapter 2, “Pedagogy of the Oppressed” by Paul Freire, he explains his view of the educational system. Freire argues that the educational system uses the wrong method of teaching, the “banking” method to teach students. He suggests a new method called “problem-posing.” He believes that this method is more effective for students and teachers. Banking education is based on teachers assuming that the students are passive and that they can take all control, determine what would be learned and just “fill” the students with facts.
Paulo Freire's Pedagogy Of The Oppressed
1134 Words | 5 PagesOver the course of history, many oppressive systems have been overthrown by the people whom they belittled. Even today, here in our country that boasts the ideology of freedom, we continue to be oppressed under the false pretense of education. You might ask how that is possible because you don’t feel oppressed. Well, it is because that is how you have been conditioned to think by some of your teachers, and the education system.
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Paulo Freire The Banking Concept Of Education Summary
907 Words | 4 PagesPaulo Freire argues that the relationship between a teacher and a student is a system of oppression. Where a teacher has absolute and total control over their students’ way of thinking. Freire refers to this as “The Banking Concept of Education,” where teachers teach and students listen and don’t question what they are being told. In the banking concept, teachers are depositing and students are the depositories. To Freire the banking system of education is destroying creativity and individualism in student.
Critical Pedagogy Essay
950 Words | 4 PagesThe purpose of this essay is to acknowledge the conditions that impact upon Indigenous students’ education. This will be reached through analysis of the concepts of race, racism and whiteness in Australia. These key understandings of Indigenous students’ will be incorporated into my own critical pedagogy in order to demonstrate how I would teach for reconciliation in my classroom. The concepts of race, racism and whiteness have produced unequal outcomes for Indigenous students to a vast degree in Australian society. The term ‘race’ has a historical context in Australia that is not acknowledged highly enough.
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