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Critical Pedagogy in Urban Schooling: a Guide for Classroom Praxis

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Critical Pedagogy in Urban Schooling: a Guide for Classroom Praxis CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS A Thesis Submitted to the Temple University Graduate Board In Partial Fulfillment Of the Requirements for the Degree of MASTER OF EDUCATION By Joshua E. Croll January, 2012 Thesis Approvals: Dr. Novella Z. Keith, Thesis Advisor, Urban Education Dr. Will J. Jordan, Committee Member, Urban Education © Copyright 2012 by Joshua Croll All Rights Reserved ii ABSTRACT This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools. Keywords: critical pedagogy, urban teaching, praxis, inquiry, critical thinking, collaborative learning, liberatory education, urban education iii ACKNOWLEDGMENTS I wish to acknowledge my professors and mentors at Temple University, Dr. Novella Keith, Dr. Will Jordan, and Dr. William Cutler, as well as those who have shared their insight. The scholars who are referenced in this volume have been guiding lights in my journey, as their writing and wisdom has enabled my own research, practice, and experiences working with young people. My family and friends have also made this project possible over the last several years, and I am grateful for their encouragement and patience, as well as all the lessons they have taught me. iv This work is dedicated to the children of today and tomorrow, and to the teachers who guide them. v TABLE OF CONTENTS PAGE ABSTRACT ......................................................................................................................iii ACKNOWLEDGMENTS .................................................................................................iv DEDICATION ...................................................................................................................v CHAPTER 1. INTRODUCTION .................................................................................................1 2. URBAN SCHOOLS ............................................................................................14 3. CLASSROOM CLIMATE ................................................................................. 25 4. CRITICAL PEDAGOGY: BUILDING A LEARNING PARTNERSHIP ........ 36 5. PROBLEM-POSING .......................................................................................... 61 6. GENERATING IDEAS .......................................................................................93 7. GUIDING INQUIRY AND CRITICAL THINKING ...................................... 107 8. ORGANIZING ACTIVITIES FOR STUDENTS TO COMMUNICATE UNDERSTANDINGS FOR ONGOING ASSESSMENT ............................... 137 9. ETHICAL VALUES, IDEOLOGY, AND PERSPECTIVES: CONSIDERATIONS AND IMPERATIVES FOR CRITICAL PRAXIS ........147 BIBLIOGRAPHY ...........................................................................................................167 APPENDICES APPENDIX A - CRITICAL READING OF A NEWS ARTICLE ............................ 177 APPENDIX B - CRITICAL READING AND ANALYSIS OF A SHORT STORY. 179 APPENDIX C - CRITICAL INQUIRY INTO THE CONCEPT OF _________ .......181 APPENDIX D - LITERACY ANCHORS AND SKILLS ...........................................183 vi CHAPTER 1 INTRODUCTION This work is an attempt to apply some of the essential concepts and tenets in the tradition of critical pedagogy and critical educational theory to fundamental aspects of contemporary teaching practice in urban classrooms. Critical pedagogy is a mode of teaching that invests in human possibility. This approach to educational practice is called critical because it challenges institutional norms and traditional approaches to instruction and learning that serve to limit human potential. As a theoretical construct, critical educational scholarship provides teachers with tools to transform classroom learning and instruction into a liberating and invigorating experience for students, as they develop critical capacities to thrive socially and academically as self-determined learners and citizens in school and in the world. Critical pedagogies have much in common with aspects of progressive schooling, and can be constructed and implemented with many progressive methodologies. John Dewey established foundational theories of democracy, educational experience, and processes of learning, and his work is referenced in the arguments in the following chapters to bridge critical praxis1 with foundational progressive theories in American education. The chapters are organized as a set of considerations involved in classroom teaching that educators encounter in their professional work as "transformative intellectuals" (Giroux, 1985). Each chapter is a discussion of an aspect of classroom teaching that incorporates critical pedagogical objectives and practical considerations. 1 Praxis refers to actions and practices informed by theories and knowledge. Freire (1970) advanced the notion that critical thinking and reflection were prerequisites for liberated human praxis. 1 The arguments that follow are presented in light of the research and ideas of scholars, critical educators, and researchers who have illuminated the field. In addition, I also draw from my own experience as a public school teacher. For nearly twelve years, I have been teaching English literacy classes in high poverty middle and high schools in Philadelphia, the city of brotherly love. Inspired by Freire's work and subsequent critical scholars, my own classroom praxis is an attempt to realize the potentials and possibilities within the critical tradition of teaching and thinking as they apply to my own experiences working with students in urban schools. The arguments and considerations presented here are the result of my own research, experiences, and observations teaching and studying urban education, and are therefore subjectively biased and based on my own interpretations. As approaches to teaching are largely determined by individual choices, advancing the effectiveness of particular practices can pose the problem of overlooking other strategies that achieve similar objectives. I hope that the reader will question and challenge the claims made here in order to determine their validity and applicability in their own classrooms or schools. In summary, this work is an attempt to illustrate and discuss; a) Orientation and objectives for critical pedagogies; b) Factors and conditions in urban schools that impinge on students' abilities to learn and achieve a quality education; c) Creating a classroom climate that engages students as human beings in collaboration and community; d) Pedagogy as a learning partnership in which participation, dialogue, communication, and understandings are mutually produced and respected; e) Problem-posing pedagogical strategies in contemporary urban teaching, and Presenting relevant and appropriate situations to students for studying; 2 f) Strategies for generating ideas for conceptual and thematic discovery; g) Guiding inquiry and critical thinking; h) Organizing activities for students to demonstrate, communicate, and perform understandings for ongoing assessment; and i) Ethical values, ideologies, and multiple perspectives as critical imperatives to guide educational planning and pedagogical practices. Origins Critical pedagogy was pioneered as a distinct mode of teaching by Paulo Freire during his work as a literacy educator in rural Brazil during the 1960's. He used his knowledge of critical theories as a catalyst to devise an educational program with his adult students that challenged the oppressive, undemocratic societal structure that had stymied their freedom. Literacy was a prerequisite for the right to vote, and the illiterate farmers he taught were suffering from abject material poverty and powerlessness wrought from political disenfranchisement. When a military coup took power, Freire was forced into exile, his highly successful literacy programs were discarded, and his theories banned. It was then that he wrote first, Education as the Practice of Freedom in 1968, the first treatise in Education for Critical Consciousness, and then Pedagogy of the Oppressed in 1969. When the latter work was translated into English in 1970, critical praxis was widely embraced in North America. These foundational works, and the ongoing body of critical educational scholarship that has been produced since that time, provide educators with theoretical
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