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: (1) the responsibility of educators, practitioners, teachers, academics or stakeholders, to question, transform and expand the scope of their work towards an active participation to knowledge advancement. Expanding the mandate of educators requires proactive policies aiming at a flexible redistribution of roles in schools and classrooms, departing from narrow transmissive models of teaching and learning. On the other hand, it requires an open vision of the curriculum. As Parkes (2000b) rightly points out “what Freire (1970) calls transmissive "banking" pedagogies [...] presupposes docile human beings, constructed as receptacles for the grand narratives of the official curriculum”
Far from this conception of the curriculum based on a "mind-as-a-container" vision strongly criticised by many researchers in education (Bereiter, 2002) (Paavola et al., 2004), transformative pedagogy advocate an evolving, socially constructed curriculum, understood as a set of values and beliefs reflecting power relations between competing cultures. The consequence of this change of standpoint is the re-introduction in pedagogy of new forms of subjectivity, based on a multi-voiced, negotiated vision of knowledge, subject to power relations that determine what is to be considered the truth (Foucault, 1977). In such perspective, knowledge can no longer be considered as the neutral content of pedagogy. Transformative pedagogies must have on their agenda the process of knowledge creation, its facilitation, and its relation to power, at the periphery of "knowledge-as-a-product" based curricula. (2) the role of information and communications technologies (ICT) to serve as the mediating artifact of emerging networked educational systems, supporting Open Distance Learning (ODL). Nowadays, ODL is presented to developing countries as the panacea allowing to democratise education;