Title: Transformative pedagogy - EduTech Wiki
Headings: Transformative pedagogy
Transformative pedagogy
Contents
1 Introduction
2 Goals
3 Origin
3.1 Critical and radical pedagogy
3.2 From liberation to collaboration
3.3 The unit of analysis, from set of discrete entities to system as a whole
3.4 A pedagogy of work, co-operation and enquiry
The classroom as community of practice
4 The objects and instruments of transformative pedagogies
4.1 Read on ...
5 Links
6 References

Content: The question was raised at the UNESCO round table on "Education and Knowledge Societies", during the first World Summit on the Information Society (WSIS, 2003). The core changes brought by ICTs in society and in education, call for research on specific new forms of learning and epistemological issues regarding how learning occurs and how knowledge emerges, beyond the borders of traditional systems of education, thus opening a creative space where learning, innovation and work can be integrated (Senteni, 2004, 2005a; Senteni & Taurisson, 2005, Hakkarainen et al., 2004) (Brown & Diguid, 1991, 2001). Education has long been recognized as a critical mechanism for achieving development goals: it is generally agreed that many problems in the world, like the population explosion and the climate crisis, are connected with education. In the transition process towards economies increasingly based on knowledge creation and dissemination, higher education institutions are urged to change, pressed by a sense of competitive urgency and the fear of being left behind in these knowledge-based economies. When an institution is committed to change, it usually means a long term commitment to sustainable transformations of its system of activity. 2 Goals
In nowadays moving reality, the term pedagogy - the art or science of being a teacher - refers not only to strategies or styles of instruction but also to the facilitation and management of sustainable transformations, whether individual, social, structural or institutional. In this respect, most pedagogies should be regarded as inherently formative with respect to the role they play in the development of individuals, but their trans-formative dimension deserves to be clarified, revisited and eventually bent with regard to a) the responsibility of educators to transcend their traditional role and expand the scope of their work towards an active participation to knowledge advancement, and b) the role given to information and communications technologies (ICT) to act as mediating artifact of emerging networked educational systems, supporting peer-to-peer collaboration as well as learners' autonomy and responsibility for learning :