George argues that critical pedagogy enables students and society to actively practice principles of equality, liberty, and justice and is also known to be empowering, liberatory, radical or engaged pedagogy. Critical pedagogy overlaps with other pedagogies, such as feminism or cultural studies, but its “commitment to education for citizenship” defines it from the other practices” (78). Based on Freire’s work, critical pedagogy focuses on developing students to “define, analyze, and problematic the economic, political, and cultural forces that shape their lives” rather than treating them like a piggy bank and depositing information into their brain (78). The field grew out of the dissatisfaction with the conservative education reforms of
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Giroux critiques how public education validates “positivism and competitiveness over other forms of knowing and behaving,” which diminishes the voices of the less fortunate (79). Critical pedagogy theorists aim to enable students to envision alternate realities and provide them basic tools to collectively recreate a community “built on democratic values and respect for difference” (80). Shor views the classroom not only student centered, but where a teacher disappears because the teacher should be the authority over the process, not the students. Bizzell argues that students need to create their own rhetorical authority and become aware of successful movements for greater equality in order for compositionists to promote democratic exchange. Seitz states that democratic classrooms succeed when teachers practice an inductive process, allowing students to use their own experiences and communities to draw from, but fail when they approach it in a deductive format. Poststructuralists argue that a democratic classroom is complex because students and teachers cannot always determine the oppressors or the oppressed in a group. Anderson’s strategy for student resistance to leftist politics is to pose questions and not coming across preaching his or her own politics, which allows the students to evaluate and synthesize the theory on …show more content…
She states that language is a key factor in the term transculturation, which she describes as a process by which a culture assimilates its own identity into another group’s identity. She defines the “contact zone” as “social spaces where cultures meet, clash, and grapple with each other” (34). It is a place where two cultures contact and inform each other, and where “transculturation” takes place (37). She exemplified the examples of her son’s cards as the contact zone, which helped him to learn pronunciation, language. Pratt relates Anderson’s model of imagined communities to the way “language and the speech community” are conceptualized, treating language as though it exists in “a unified and homogenous social world” as “a device, precisely, for imagining community,” including the concept of “a universally shared literacy” (38). Pratt calls attention to the error of assuming that people in a community all share the same language, motives and beliefs; the factors that are dictated by the culture in power. In reality they are only "marginalized" and people live without their identity being recognized by the whole. Though marginalized communities are "recognized" and lofty, rhetorical multiculturalism wafts through universities and politics, something more is needed to preserve them in the world. Pratt argues that an understanding of
Giroux critiques how public education validates “positivism and competitiveness over other forms of knowing and behaving,” which diminishes the voices of the less fortunate (79). Critical pedagogy theorists aim to enable students to envision alternate realities and provide them basic tools to collectively recreate a community “built on democratic values and respect for difference” (80). Shor views the classroom not only student centered, but where a teacher disappears because the teacher should be the authority over the process, not the students. Bizzell argues that students need to create their own rhetorical authority and become aware of successful movements for greater equality in order for compositionists to promote democratic exchange. Seitz states that democratic classrooms succeed when teachers practice an inductive process, allowing students to use their own experiences and communities to draw from, but fail when they approach it in a deductive format. Poststructuralists argue that a democratic classroom is complex because students and teachers cannot always determine the oppressors or the oppressed in a group. Anderson’s strategy for student resistance to leftist politics is to pose questions and not coming across preaching his or her own politics, which allows the students to evaluate and synthesize the theory on …show more content…
She states that language is a key factor in the term transculturation, which she describes as a process by which a culture assimilates its own identity into another group’s identity. She defines the “contact zone” as “social spaces where cultures meet, clash, and grapple with each other” (34). It is a place where two cultures contact and inform each other, and where “transculturation” takes place (37). She exemplified the examples of her son’s cards as the contact zone, which helped him to learn pronunciation, language. Pratt relates Anderson’s model of imagined communities to the way “language and the speech community” are conceptualized, treating language as though it exists in “a unified and homogenous social world” as “a device, precisely, for imagining community,” including the concept of “a universally shared literacy” (38). Pratt calls attention to the error of assuming that people in a community all share the same language, motives and beliefs; the factors that are dictated by the culture in power. In reality they are only "marginalized" and people live without their identity being recognized by the whole. Though marginalized communities are "recognized" and lofty, rhetorical multiculturalism wafts through universities and politics, something more is needed to preserve them in the world. Pratt argues that an understanding of