The right to question   critical literacy
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The right to question critical literacy

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The right to question   critical literacy The right to question critical literacy Presentation Transcript

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    • Where does your knowledge of the world come from ?
    • Do people in different parts of the world see things in the same way ?
    • Do you think any group should have the power to decide for other people what a good society is ?
    • What is teaching?
    • What’s the teacher’s role ?
    • Teaching is the creation of spaces and contexts of learning.
    • Understands that teachers have some knowledge, learners have other knowledges.
    • Knowledge is not transmitted, but negotiated based on needs and relevant contexts.
  • Worlds within wor(l)ds
    • Learning to cope with complexity and uncertainty is the first step to learning to live, to be and to work together.
    • to engage with complex local/global processes and diverse perspectives
    • to examine the origins and implications of our own and other people’s assumptions and positions
    • to negotiate change, to transform relationships, to think independently and to make responsible and conscious choices about our own lives and how we affect the lives of others
    • to live with and learn from difference and conflict and to prevent conflict from escalating to aggression and violence
    • to establish ethical, responsible and caring relationships within and beyond our identity groups
    • Within a complex environment of peer pressure, information overload and different kinds of (local and global) injustices, empowering pupils to think independently and make informed and responsible decisions become more meaningful than a rhetoric of good virtues .
    • What are our own questions ?
    • Each context will have specific characteristics related to the profile of participants. Factors like age, level of inclusion/exclusion in the social-economic system, emotional stability, communication skills, etc. directly affect how participants react to the methodology.
    • The right choice of content and its level of language are key in addressing these factors and the educator/facilitator who works in the context is in the best position to make decisions.
    • It is up to the educator/facilitator to assess the suitability of the methodology for their context, to adapt it as necessary, to evaluate its effectiveness or to choose not to use it.
  • Thank you! Lucia Bodeman Email: lu_bodeman@yahoo.com.b r Twitter: @lu_bodeman Website: lubodeman.blogspot.com