Critical theory to study in and out school context
•Download as PPTX, PDF•
10 likes•3,013 views
Education- understands the application of critical theory to study educational experiences one gets in and out school context
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (14)
Similar to Critical theory to study in and out school context
Similar to Critical theory to study in and out school context (20)
Recently uploaded
Recently uploaded (20)
Critical theory to study in and out school context
- 1. Critical Theory to Study Educational Experiences In and Out School Context Semester II Perspective Course 5: Curriculum studies Module II, Unit 4: Inquiry into Curriculum studies Part B Ravi Mishra (M.Sc., M.Ed.) 1
- 2. Content • Critical theory • Educational Experiences of school – Inside school experiences – Outside school experiences • Critical theory to analyse classroom context • Classroom Implications • Role of teacher Ravi Mishra (M.Sc., M.Ed.) 2
- 3. Theory • A contemplative and rational type of abstract or generalizing thinking, or the results of such thinking • Context specific or generalized. eg. how nature works • Can be normative providing "goals, norms, and standards etc.“ or what ought to be, or can be systematic body of knowledge • Dictonary.com - ‘a coherent group of tested general propositions, commonly regarded as correct, that can be used as principles of explanation and prediction for a class of phenomena’ • Webster – ‘an idea that is suggested or presented as possibly true but that is not known or proven to be true’ Ravi Mishra (M.Sc., M.Ed.) 3
- 4. • What do you mean by critical theory ? • Differences in understanding of the term critical theory in diverse and contested ways using various models and stages of the discourse. Therefor, no one single or dominant understanding of critical theory. Ravi Mishra (M.Sc., M.Ed.) 4
- 5. Critical theory • Jurgen habermas defined critical theories into two clusters, one in literary and another in Sociology. • First cluster talks about, – literary research, attempts to understand narratives, literary devices, performances, language etc. – Looks at all the ways that human, their activity and cultures are described and discussed in literature. • Ravi Mishra (M.Sc., M.Ed.) 5
- 6. Critical theory • Second cluster of critical theory according to habermas is about Critical social self reflection. • This theory of more relational to educational field • Its about self knowledge of individual in relation to border system of which we are part of. What relation do we have • How one seeks freedom and autonomy over life choices in administered society that seeks own power and control. Ravi Mishra (M.Sc., M.Ed.) 6
- 7. Critical theory • Reflective assessments and critique of society and culture by applying knowledge from the social sciences and humanities. • Oriented towards criticizing and changing the society as whole in contrast to traditional theories which only oriented to understand or explain it. • Aims to dig dipper beneath the surface of social life and uncover the assumptions that keep us from a full and true understanding of how the world works. • Developed by group of sociologist at Frankfurt school (Germany), namely Jurgen Habermas, Herbert Marcuse, Walter Benjamin, Max Horkheimer, and Theodor Adorno. • Has two different meanings. – First, in sociology and political philosophy – Second, in literary studies and literary theory Ravi Mishra (M.Sc., M.Ed.) 7
- 8. Critical theory • Two core concepts of critical theory are, – Should be directed at the totality of society – should improve the understanding of society by integrating • According to Max Horkheimer, an adequate critical theory meets 3 criteria, – Explanatory (explain what is wrong with current social reality) – Practical (identify the actors to change it) – Normative (provide both clear norms for criticism and achievable practical goals for social transformation) Ravi Mishra (M.Sc., M.Ed.) 8
- 9. • To sum-up, – It is systematic critique or analysis of social experiences and system of human beings to determine visible and invisible forces or structures which constrain, inhibit, encourage or enhance personal freedom. – It is cluster of theme inspired by quest for freedom. – It is searching, seeking, questioning for freedom against constrains and abolition of social injustice. Ravi Mishra (M.Sc., M.Ed.) 9
- 10. Learning experiences • Any interaction, course, program, or other experience in which learning takes place, • traditional academic settings (schools, classrooms) through traditional educational interactions (students learning from teachers and professors) • non-traditional settings (outside-of-school locations, outdoor environments) through non-traditional interactions (students learning through games and interactive software applications, discussions, talk, watching social situations, TV, Radio, Social Network etc.). Ravi Mishra (M.Sc., M.Ed.) 10
- 11. School context • Teaching learning process • Observation of teachers and other students, staff • Various curricular and extra curricular activities and hidden curriculum practices • Teacher students relations • Social integration • Opportunity • Achievement • Adventure • General satisfaction • Negative effect • Quality of school curriculum • Classroom environment Ravi Mishra (M.Sc., M.Ed.) 11
- 12. Outside school context • Marketing shopping • Visits, trips, excursions, picnic, family vacations etc. • Travelling, • Interaction with family, friends and others • Nature, • Neighbourhood and society • Movies, drama, dance, TV etc. • Print – electronic- Social media • Internet • Observations and imitations outside school Ravi Mishra (M.Sc., M.Ed.) 12
- 13. Let’s reflect upon • Who has the power over these situations ? • How one is forced to suffer from these situations? • What power one has to overcomes these situations? • Which one is dominating force ? • How one is objectified, supressed and pushed down? Ravi Mishra (M.Sc., M.Ed.) 13
- 14. Use in education • Helps to develop Critical pedagogy • To make students a rational human being rather than just mute follower of system • Re-examine and reconstruction of curriculum • Power negotiations Ravi Mishra (M.Sc., M.Ed.) 14
- 15. References • http://www.fed.cuhk.edu.hk/~cthk/sc/paper/c 5.pdf • http://dictionary.reverso.net/english- cobuild/educational%20experience • https://en.wikipedia.org/wiki/Out-of- school_learning • http://www.merriam- webster.com/dictionary/theory • https://en.wikipedia.org/wiki/Critical_theory • http://digitalcommons.unl.edu/cgi/viewcontent. cgi?article=1155&context=teachlearnfacpub • http://www.tonywardedu.com/critical- education-theory Ravi Mishra (M.Sc., M.Ed.) 15
Editor's Notes
- different people use the term critical theory in diverse and contested ways following the various models and stages of the discourse. Thus there is not one single or dominant understanding of critical theory in early twenty-first century. Some critical theories and methods such as Marxism, feminism, psychoanalysis, and semiotics were taken up in the 1960s in the new disciplines of film and media theory, which also developed their own autonomous discourses and methods. Critical approaches to mass communication and culture, however, were first developed by the Frankfurt School, which generated its own concept of critical theory.
- As the name suggests Critical theory is school of thoughts which stresses on the reflective assessments and critique of society and culture by applying knowledge from the social sciences and the humanities. The term critical theory has two meanings with different origins and histories: the first originated in sociology and political philosophy, while the second originated in literary studies and literary theory.
- Two core concepts of critical theory are that it should be directed at the totality of society in its historical specificity (how it came to be at a specific point in time) and that it should improve the understanding of society by integrating all the major social sciences, including geography, economics, sociology, history, political science, anthropology, and psychology. According to Max Horkheimer, Director of the Frankfurt School's Institute for Social Research, a critical theory is adequate only if it meets three criteria: it must be explanatory, practical, and normative, all at the same time. That is, it must explain what is wrong with current social reality, identify the actors to change it, and provide both clear norms for criticism and achievable practical goals for social transformation.