Critical narrative as pedagogy by Ivor Goodson PDF

By Ivor Goodson

ISBN-10: 1322145466

ISBN-13: 9781322145464

ISBN-10: 1623563828

ISBN-13: 9781623563820

ISBN-10: 1623566894

ISBN-13: 9781623566890

Ivor Goodson and Scherto Gill examine and speak about a sequence of trans-disciplinary case reviews from different cultures and argue that narrative is not just a wealthy and profound method for people to make experience in their lives, but additionally in itself a technique of pedagogical come across, studying and transformation. As pedagogic websites, lifestyles narratives let the person to severely research their ‘scripts' for studying that are encapsulated of their inspiration methods, discourses, ideals and values. Goodson and Gill exhibit how narratives might help educators and scholars shift from a disenfranchised culture to 1 of empowerment.

This exact publication brings jointly case reports of existence narratives as an method of studying and meaning-making in several disciplines and cultural settings, together with instructor schooling, grownup studying, (auto)biographicalwriting, psychotherapy, intercultural studying and group improvement. Educators, researchers and practitioners from various disciplines will locate the case stories amassed during this booklet beneficial in increasing their knowing of the opportunity of narrative as a phenomenon, as technique, and as pedagogy.

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REFRAMING THE CRITICAL – A RADICAL READING OF FREIRE AND DEWEY The question of ‘what constitutes the critical’ is less explored, yet it is a key question in education. If we are not clear about what it means to be critical, how can we continue discussing critical pedagogy? We all have an idea of what the critical is roughly about, but it is necessary to go deeper in our inquiry. Two key thinkers, Paulo Freire and John Dewey, have significantly influenced the work in critical pedagogy. We will now consider their writings in more depth.

The dialogic approach to education is not to impose or convey any existing views, but rather to explore shared understanding about the world. Part of the dialogue is to enable the oppressed to identify that the oppressor has been ‘housed’ in the oppressed; consequently, the oppressed is a dual being, as he/she continues to carry the oppressor within himself/herself. Freire further explains that the object of dialogic investigation is not persons as such, but rather ‘the thought-language with which men and women refer to the reality, the levels at which they perceive that reality, and their view of the world, in which their generative themes are found’ (Freire, 1996, pp.

The individual’s effort to overcome the key psychological issues presented to us at different stages of one’s life becomes the key struggle in becoming a person. In this way, the sources of one’s self originate from our self-awareness, psychological health and, above all, our relationships with the significant others present at different times of our life. These in turn will impact our personality and choice of work, the way we engage with others and society at large and how we seek meaning. Relationships as sources of self are not limited to people, such as families, friends and others in the community; the web of relationships can also be extended to include how we relate ourselves to social history, ethnicity, culture, education, social institutions, political regimes, religion, spiritual tradition and practices and so forth.

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Critical narrative as pedagogy by Ivor Goodson

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