When I first began the doctoral program I had no idea that those issues and ideas that had been ruminating in my head, were valid areas for research.I had anecdotally seen the power of teaching science in a liberatory way - students were asking revelatory questions about the world, and
Justice-centered science pedagogy (JCSP) is a theoretical framework aimed at addressing the social oppressive system. This framework combines ideas of traditions of critical pedagogy and culturally relevant pedagogy in order have students not only achieve academically but more importantly to position themselves as transformative intellectuals [thinking about science and social justice issues].
In order to science education to be a conduit for social transformation, it must be anti-oppressive and empowering. In this way, the two main tenets of JCSP are:
Culturally relevant pedagogy: this is Dr. Gloria Ladson-Billings description of the work of effective teachers of African American students. Ladson-Billings (1995) defines culturally relevant pedagogy as “rest[ing] on three criteria or propositions: (a) students must experience academic success, (b) students must develop and/or maintain cultural competence, and (c) students must develop a critical consciousness through which they challenge the status quo of the current social order” (p. 160).
Critical Pedagogy: Paulo Freire describes the goal of education as culminating in Conscientização - the process by which people come to understand themselves as capable of improving their reality by disposing of oppression. In this way, people must become aware of the historical and political conditions that created the present inequitable social circumstances. Freire believed that education can be a tool of oppression if it is done as the simple transmission of knowledge selected by the teacher [ banking style of education, that focuses on technical skills associated with economic development]. On the other hand, education can be liberating as long as people by increase their praxis, “the action and reflection of men and women upon their world in order to transform it” (Freire, 1970/2001, p.79).
Culturally relevant pedagogy: this is Dr. Gloria Ladson-Billings description of the work of effective teachers of African American students. Ladson-Billings (1995) defines culturally relevant pedagogy as “rest[ing] on three criteria or propositions: (a) students must experience academic success, (b) students must develop and/or maintain cultural competence, and (c) students must develop a critical consciousness through which they challenge the status quo of the current social order” (p. 160).
Critical Pedagogy: Paulo Freire describes the goal of education as culminating in Conscientização - the process by which people come to understand themselves as capable of improving their reality by disposing of oppression. In this way, people must become aware of the historical and political conditions that created the present inequitable social circumstances. Freire believed that education can be a tool of oppression if it is done as the simple transmission of knowledge selected by the teacher [ banking style of education, that focuses on technical skills associated with economic development]. On the other hand, education can be liberating as long as people by increase their praxis, “the action and reflection of men and women upon their world in order to transform it” (Freire, 1970/2001, p.79).
For Morales-Doyle, JCSP has as the ultimate goal to create “transformative intellectuals” by having students learn about, understand, and work with social justice science issues. Students must see themselves as capable of leading social transformation and teachers must see these students as the people who can help us imagine alternate mechanisms for social change.
Freire, P. (2001). Pedagogy of the oppressed. New York, NY: Continuum. (Originally published in 1970)
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
David,
ReplyDeleteI think you selected some amazing theories to talk about. I am excited to look more into some of the theories in you post. You mentioned in my post I should look at Ladson-Billings. I used her cultural relevant pedagogy a lot last year in class. However, I will have to figure out how it would fit in my research.
Nice work, David. Some thoughts:
ReplyDelete- You have a clear theorization of the pedagogy. But how are you theorizing oppression? What is oppression? What are the mechanics of oppression (I posted a similar idea on Chiquita's blog). That is, think of oppression as a car, let's pop open the hood and see how it works. What are the parts? The movements?
- Perhaps CRT will help you theorize oppression, and you can synthesize this with JCSP? This might entail what sociologist Michael Burrowoy calls "reconstructing theory."
- Often missing from work that takes of critical pedagogy and other social justice/liberation oriented pedagogical theories is a deep engagement with the dynamics of capitalism as foundational to the oppression crit ped is seeking to subvert. Oppression is required within capitalism to (a) provide the labor force it needs; and (b) manage the inherently disequalizing and estabilizing effects of this particular economic system, as well as the contradictions that riddle its "ruling ideas" (e.g. meritocracy).
- Similarly, cul responsive ped requires a deep reading of white supremacy and race. Check out Django Paris on "culturally sustaining pedagogy" too.
I guess, in short, study the context within which your students are learning, particularly the exogenous (non-x) factors and forces that shape their educations. Using a blend of crit ed, JCSP, and CRP means centering a critique of race and class dynamics, and then thinking about how these transformative pedagogies oppose and challenge these broader inequitable conditions and arrangements both in and outside of school.
Hello David! It seems like this framework fits nicely with your interests in using science education as a tool for empowering your students for social change. For this week's post, I read about Critical Race Theory. One of the tenets of CRT is to use counterstorytelling as a tool for empowerment. Students tell stories that challenge the status quo in education. They share experiences of isolation, discrimination, stereotypes, cultural insensitivity, and on and on. This will make students feel like they have a voice and empowered to take action against these disparities in education. It was interesting to read about the new developments for your proposal.
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