The right to question critical literacy

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The right to question critical literacy

  1. 3. <ul><li>Where does your knowledge of the world come from ? </li></ul><ul><li>Do people in different parts of the world see things in the same way ? </li></ul><ul><li>Do you think any group should have the power to decide for other people what a good society is ? </li></ul><ul><li>What is teaching? </li></ul><ul><li>What’s the teacher’s role ? </li></ul>
  2. 4. <ul><li>Teaching is the creation of spaces and contexts of learning. </li></ul>
  3. 5. <ul><li>Understands that teachers have some knowledge, learners have other knowledges. </li></ul><ul><li>Knowledge is not transmitted, but negotiated based on needs and relevant contexts. </li></ul>
  4. 6. Worlds within wor(l)ds
  5. 7. <ul><li>Learning to cope with complexity and uncertainty is the first step to learning to live, to be and to work together. </li></ul>
  6. 8. <ul><li>to engage with complex local/global processes and diverse perspectives </li></ul><ul><li>to examine the origins and implications of our own and other people’s assumptions and positions </li></ul><ul><li>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 </li></ul><ul><li>to live with and learn from difference and conflict and to prevent conflict from escalating to aggression and violence </li></ul><ul><li>to establish ethical, responsible and caring relationships within and beyond our identity groups </li></ul>
  7. 9. <ul><li>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 . </li></ul>
  8. 10. <ul><li>What are our own questions ? </li></ul>
  9. 11. <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>
  10. 12. Thank you! Lucia Bodeman Email: lu_bodeman@yahoo.com.b r Twitter: @lu_bodeman Website: lubodeman.blogspot.com

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