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 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; ODL systems are seen as the most viable means for broadening educational access while improving the quality of education, advocating peer-to-peer collaboration and giving the learners a greater sense of autonomy and responsibility for learning (Calvert, 2006). However, as Virkkunen argues (2003), although ICT opens a wide range of possibilities for the enhancement and support of learning, its effective impact is restricted by narrow conceptualizations of learning that are based on three pervasive but problematic dichotomies: the one between informal and formal learning; the one between individual and collective learning; and the one between learning and the development of societal practices.