Morelia Educational Experience
Field Experience to San Antonio
SEMINAR ON CRITICAL PEDAGOGY
Instructor
Boise
State University
Seminar
Format:
This seminar will be organized
around group discussions and presentations. Students will be divided into 6
groups of approximately 3-4 students each. During assigned sessions, members of
a group will orally present written 2-3 page critiques to class as a way to
generate critical discussions concerning the various themes under study.
The critiques are not designed to simply summarize the readings but must
provoke critical analysis that leads to discussion.
Each member of the group presenting is expected to duplicate his/her
paper for the entire class. Depending
on class size, groups will present once or twice during the semester.
[
Critique recommended format: In
general, the critical reviews should consist of a 2-3 page double-spaced, typed
paper that includes the following components: (1) a brief summary or overview of
the article; (2) identification of 1-2 significant themes/concepts; (3) a
succinct yet in-depth and critical discussion of the identified themes/concepts;
(4) if possible, a brief discussion of possible educational implications; and
(5) a group discussion question or problem-posing activity. Students are encouraged to cite or link to other pertinent
works.]
Day
one: The Legacy of Paulo Freire (Part I)
Paulo Freire,
Pedagogy of the Oppressed
Intro & Chapter 1 and 2
Henry Giroux, The Giroux Reader
(PDF)
Paulo Freire, Prophetic Thought and the Politics of Hope
Paulo
Freire and Donaldo Macedo: A Dialogue: Culture, Language and Race (PDF)
Video:
Paulo
Freire
Day
two: The Legacy of Paulo Freire (Part II)
Paulo Freire, Teachers
as Cultural Workers
First Letter: Reading the Word and the
World
On the Indispensable Qualities of
Progressive Teachers
Cultural Identity
and Education
Paulo Freire The Politics of Education
Rethinking Critical Pedagogy: A Dialogue with Paulo Freire
Day
three: Analyzing Theories of Social and Cultural Reproduction
Henry Giroux, Theory and Resistance in Education
Ch. 3 Reproduction, Resistance Accommodation
Angela McRobbie, Settling Accounts with Subcultures
(PDF)
Michael
Apple, Ideology and Curriculum
Ch 4: Curricular history and social control
Day
four: Teaching to Transgress/ Critical Theory, Popular Culture and Public
Pedagogy
Bell
Hooks Teaching
to Transgress
Video:
bell hooks, Cultural Criticism and Transformation
Howard Zinn
and Donaldo Macedo On Democratic Education
Columbus and The Western Civilization
Selection
from Rethinking Schools (www.rethinkingschools.org)
Day
five: Critical Pedagogy in
Action:The Language Debate
Analyze a video
“Introduction,” “Chapter
1.”
Ravitch, D. and Macedo, D.
(1994). “Should Bilingual Education be Abandoned?
YES: Diane Ravitch/NO: Donaldo Macedo.”
Sagarin, E. &
R. J. Kelly (1985). Polylingualism
in the United States of America: A Multitude of Tongues amid a Monolingual
Majority.
Taken
from: Beer, W. R. & J. E. Jacob
(Eds.) Language Policy and National Unity.
Totowa, New Jersey: Rowman & Allan Held.
Padilla,
A. et al. (1991). “The English
Only Movement: Myths, Reality, and Implications for Psychology.
Kirp
Mora, J. (2002). Caught in a Policy
Web: The Impact of Education Reform on Latino Education. Journal of Latinos
and Education, 1(1), 29-44.