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
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1. Identify the specific circumstances under which auditors are allowed to provide confidential client information to third parties. According to ET Section 391.004, an auditor would be violating Rule 301.01 if the information is considered to be confidential client information, unless the auditor has the clients' specific consent, preferably in writing, for the disclosure or use of such information. “A member in public practice shall not disclose any confidential client information without the specific consent of the client” (AICPA § 301.01).
Chapter two reviews probability and the normal distribution. Probability equals the number of events meeting the specified condition divided by the number of possibilities (Mirabella, p. 2-1, 2011). For example, my organization two primary products. Those products are orange postal bags and brown boxes. Forty percent of the volume consists of orange postal bags.
This book has shown me to let go of biases I may hold, because they will only hold me back as a teacher. In doing so the only people that would suffer is my students. The third theme presented was corruption. Allocation of money will affect me as a future teacher.
“You educate a man; you educate a man. You educate a woman; you educate a generation.” Bringham Young (GoodReads, 2015) Women have a tendency of starting a new view or a new idea. It is from women’s beliefs and values that changing times have come for more values and more beliefs.
In 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.
Over 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.
As Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the world.” Donovan Livingston, a graduate at Harvard Graduate School of Education, has similar views on education. His passionate and inspiring speech called “Lift Off” was given at HGSE’s Commencement Ceremony on May 25, 2016. The speech discusses the importance of education as well as the obstacles and injustices students, especially those of color, have experienced throughout history in getting an education. Livingston’s graduating classmates who are becoming teachers, as well as teachers and educators in general, are the audience of his speech.
In the book, “Rereading America,” written by Toni Cade Bambara along with Gary Colombo and Robert Cullen, Bambara focuses on the challenges and desire to teach by contras of what you don’t have and what you can achieve. (Bambara, pg. 253-259) It is without doubt that even though a cookie cutter theory is used in most schools; there will be certain social economical neighborhoods in which a teacher or adult will have to vary the process of communication in order to get his or her point across with dedication and teach the love for learning. Ms. Moore had been a wise educated woman who did not avoid the challenging attitudes of children going up in a disadvantaged economical community.
The plan on the scheduled agenda made was to identify any major issues we wanted to touch base on during the week of training. As the beginning discussions were being made we had collaboratively identified that the 4 items listed below were to be discussed and added to the agenda for the week in training. Speeds- look at the current settings in the system, discuss what is the “ideal” speeds we should set the test environment to, review speed exceptions, street speed segments, and additional settings in the back ground to set up testing scenarios.
So·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.
King has provided his opinion about education is building character. Dr. King uses his words to create an audience awareness to think for yourself isn’t the same as you may call it critical thinking. Against the common assumption that colleges should teach their students “critical reasoning,” Dr. King argues that critical thinking alone is insufficient and even dangerous. Teaching one to think critically is no small task. Most students learn by constructing knowledge based on an engaged learning process rather than by absorbing knowledge from passive sources.
The 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.
Paulo 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.
Our Something from Nothing Unit was designed to help students acquire positive attitudes towards reading and books. Our goal was to make the unit as enjoyable for students as possible, while ensuring they are working towards mastery of the expectations from the Language Arts and Social Studies curriculum. With the goal of student enjoyment in mind, we chose the book Something from Nothing because we found that many students love this story and can relate to, Joseph, the boy whose belongings are wearing out over time. We began the unit by doing a read-aloud.