Praxes of Transformation: Envisioning Futures of Critical Pedagogy in Teaching and Learning
Abstract
This session is guided by a desire to bring about better futures through social justice education. Guided by Paulo Freire’s philosophy of critical pedagogy, the panelists in this session bring forth unique expressions of light, love, and life to provide new pathways toward humanization through teaching and learning. Panelists in this session offer reflective/reflexive vision and praxes of their past and present, to open up possibilities for critical pedagogy in the future. Specific topics explored by panelists include: 1) the utility of Freire's concept of utopia for the realization of critical pedagogy in the sphere of teacher education, 2) the work of trans-Pacific “transgressive scholars” (Kincheloe, as cited in Freire, 2005) who apply Freirean lessons by examining themselves, their practice, their relationship to students, and their profession to resist the impact of neoliberalism on praxis, 3) a scholar- practitioner’s journey toward cultural relevance and sustainability, 4) the role of hope in a teacher education course, and 5) reflections on epistemic responsibility and solidarity as praxis.
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Kitts, Hope; Martin, Jennifer; Wood, Craig; Succar, Christiana; Virella, Patricia; and McDermott, Mairi, "Praxes of Transformation: Envisioning Futures of Critical Pedagogy in Teaching and Learning" (2021). Curriculum Studies Summer Collaborative. 9.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/9
Praxes of Transformation: Envisioning Futures of Critical Pedagogy in Teaching and Learning
Stream A
This session is guided by a desire to bring about better futures through social justice education. Guided by Paulo Freire’s philosophy of critical pedagogy, the panelists in this session bring forth unique expressions of light, love, and life to provide new pathways toward humanization through teaching and learning. Panelists in this session offer reflective/reflexive vision and praxes of their past and present, to open up possibilities for critical pedagogy in the future. Specific topics explored by panelists include: 1) the utility of Freire's concept of utopia for the realization of critical pedagogy in the sphere of teacher education, 2) the work of trans-Pacific “transgressive scholars” (Kincheloe, as cited in Freire, 2005) who apply Freirean lessons by examining themselves, their practice, their relationship to students, and their profession to resist the impact of neoliberalism on praxis, 3) a scholar- practitioner’s journey toward cultural relevance and sustainability, 4) the role of hope in a teacher education course, and 5) reflections on epistemic responsibility and solidarity as praxis.
