Transformative Pedagogy in Context: being and becoming
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Oct 14, 2016
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Abstract
This paper examines an original construct, ‘‘transformative pedagogy’’, in the context of post-primary teacher education in Ireland. The construct is examined from philosophical and psychological perspectives, and key distinctions are drawn between it and other pedagogies. Links are made, where appropriate, to research findings from a recent study carried out by the author in cooperation with teacher-educators and student-teachers in the context of pre-service teacher education at the National University of Ireland, Galway, Ireland. In addition, the paper refers to examples that illustrate some of the benefits that can be derived from school-society links. ‘‘Transformative pedagogy’’ creates conditions that support teacher and pupils (participants) in developing their identity as whole persons who have a relationship based on interdependence. In essence, ‘‘transformative pedagogy’’ is about creating conditions that support participants in developing capacity as ‘‘beings-in-relation’’ as well as ‘‘beings-in-becoming’’. Key perspectives are used to frame the discussion: 1) identity, 2) beliefs and attitudes, 3) knowledge, 4) moral-ethical values, 5) socio-affective factors, 6) social interaction and collaboration, 7) critical reflection, 8) school and wider society. ‘‘Transformative pedagogy’’ is underpinned by moral-ethical values that support participants as ‘‘beings-in-relation’’ who are also ‘‘beings-in-becoming’’. Participants develop consciousness that is a prerequisite for constructing their own meanings as part of critiquing and shaping the world. The process implies committed action, informed by moral-ethical values, that is geared towards personal as well as social transformations. The construct suggests a need for a more integrated and trans-curricular approach to teaching and learning than has traditionally been the case in Ireland, and an approach that brings school life and wider community life into a more dynamic and fruitful alliance. Key Words‘‘transformative pedagogy’’; ‘‘beings-in-relation'’; beings-in-becoming’’; whole person; interdependence; metacognitive capacity; consciousness; advocates; moral-ethical values.
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FARREN, Patrick.
Transformative Pedagogy in Context: being and becoming.
World Journal on Educational Technology: Current Issues, [S.l.], v. 8, n. 3, p. 190-204, oct. 2016.
ISSN 1309-0348.
Available at: <http://sproc.org/ojs/index.php/wjet/article/view/622>. Date accessed: 23 dec. 2017.
doi: https://doi.org/10.18844/wjet.v8i3.622.
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References
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Cochran-Smith, M. & Lytle, S.L. (2009a). Inquiry as Stance. Practitioner Research for the Next Generation.
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Darder, A. Baltodana, M., & Torres, R. (2008). The Critical Pedagogy Reader: Second Edition. Routledge. New Yoirk.
De Jong,, E., & G.A. Harper. (2011). ‘‘Accommodating Diversity’’. Pre-service Teachers’ Views on Effective Practices for English language Learners. In Teacher Preparation for Linguistically Diverse Classrooms. Routledge, UK.
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De Oliveira Andreotti, V., & Mario T. M. de Souza, L. (Eds.). (2012). Postcolonial perspectives on global citizenship education. New York, NY: Routledge.
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Dewey, J. (1990). The School and Society and The Child and the Curriculum. The University of Chicago Press.
Dickinson, L. (1995). ‘Autonomy and Motivation. A Literature Review’, in System, Vol. 23, no. 2, pp. 165-174. Elseiver Science Ltd.
Douglas, C. (2000). Can-do Kids: Creating Self-directed, Responsible, Caring Children. Torrance, CA: Totline Publications.
Elbaz, F. (1981). The Teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry, 11(1), 43-71.
Farren, M. 2007. How am I creating a pedagogy of the unique through a web of betweenness with a new epistemology for educational knowledge? Action Research Expeditions, December 2007.
Flores, B.B. (2001). Bilingual Research Journal. Taylor & Francis. London, UK.
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Furlong, J. & Maynard, T. (1995). Mentoring Student Teachers: the growth of professional knowledge, London: Routledge.
Gadotti, M. (1996). Pedagogy of Praxis. A Dialectical Philosophy of Education. State University of New York Press.
Gardner, R. C. and MacIntyre, P.D. (1993). ‘A student’s contribution to second language learning’, Part 11: affective variables. In Language Teaching 26, pp.1-11
Gelsthorpe, T. and West-Burnham, J. (eds.).(2003). Educational Leadership and the Community. Pearson Education Ltd.
Goswami, D. & Scillman, P.R. (Eds.) (1987). Reclaiming the classroom: teacher research as an agency for change. Upper Mountclair. NJ. Boynton/Cook, USA.
Goudie, A. And Ladd P. (1999). Journal of International Development. Volume 11, Issue 2, pages 177–195, March/April 1999.
Habermas, J. (1972). Knowledge and Human Interests. (trans. J. Sapiro). London. Heineman.
Hargreaves, A. & Fullan, M. (2012). Professional Capital. Transforming teaching in every school. Teachers’ Press: Columbia University. New York.
Harre, R., Secord, P. & Johnstone, S. (1972). The Explanation of Social Behaviour. Oxford, Basil Blackwell.
Hofer, B. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college Contemporary Educational Psychology, 29, 129–163.
Hogan, C. (2007). ‘Examining Alternative Social Spaces to Address Indiscipline in Irish Secondary Schools’. M.Phil thesis (unpublished), National University of Ireland, Galway. Ireland.
Kalaja, P., & A.M.F. Barcelos. (2003). Introduction, in P. Kalaja & A.M.F. Barcelos (eds), Beliefs about SLA: New Research Approaches. Dordrecht: Kluwer, 1-4.
Kohonen, V. (2006). ‘On the notions of the language learner, student and language user in F.L. education; building the road as we travel’. In Pietila, Paivi, Pekka Lintunen & Heini-Marja Jarvinen 9eds.) Kielenoppija tanaan – Language Learners of Today. AfInLA Yearbook 2006/No. 64. Jyvaskyla: AFinLA, pp.37-66.
Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society: a modular model for knowing, analyzing, recognizing, doing, and seeing’. London, Routledge.
Lantolf, J.P., & G. Appel (Editors). (1994). Vygotskian Approaches to Second Language Learning. Ablex Publishing, Westport, CT, USA.
Leach, J., Driver, R., Asoko, H., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.
Little, D. (2001). ‘We’re all in it together: exploring the interdependence of learner and teacher autonomy’. CLCS Occasional Paper. Dublin: Trinity College, Centre for Language and Communication Studies.
Lucas, T. (2011). Teacher Preparation for Linguistically Diverse Classrooms. Routledge, UK.
Lucas, T., & Gridberg, J. (2008). Responding to the linguistic reality of mainstream classrooms. Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser & J.McIntyre (Eds.) Handbook of Research on Teacher Education. Enduring issues in changing contexts. (3rd ed, pp.606-636). Mahwah, NJ: Laurence Erlbaum.
Lynch, K., & Baker, J. (2005). J. Equality in education : an equality of condition perspective. Sage Pubs. UK.
Manguhbai, F. P. Marland, A. Dashwood, & J. B. Son. (2004). Similarities and differences in teachers’ and researchers’ conceptions of communicative language teaching: does the use of an educational model cast a better light? Language Teaching Research. Sage Journals
McCafferty, S.C. (1994). Adult Second Language Learner’s Use of Private Speech: A Review of Studies. The Modern Language Journal. Vol. 78, Issue 4. pp.421-436
Meece, J. L. (1994). The role of motivation in self-regulated learning. In Schunk & Zimmerman (Eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications. Hillsdale, N.J: Lawrence Erlbaum. Pp.25-44.
Mezirow, J., & E. Taylor (Eds.). (2009). Transformative Learning in Practice: Insights from Community, Workplace and Higher Education. Jossey-Bass. California.
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Mustakova-Possardt, E. ( September, 2004). Education for critical consciousness. Journal of Moral Education, 33 (3), 245-269, Oxford, UK: Carfax.
Nussbaum, M. (1997). Cultivating Humanity: a classical defense of reform in liberal education. Cambridge MA., Harvard University Press.
O’Malley, J., & Chamot, A. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
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Pollard, A. (2005). Reflective Teaching. London: Continuum. (2nd edn).
Pope John-Paul 11. (September, 1984). Address to Catholic Educators, Newfoundland, Canada.
Piaget, J. (1954). The Construction of Reality in a Child. Routledge (2013 edition).
Programme for National Recovery, (1987-1990). http://www.eurofound.europa.eu/emire/IRELAND/PROGRAMMEFORNATIONALRECOVERYPNR-IR.htm (accessed May 14, 2014).
Rampton, B. (2002): ‘Ritual and foreign language practices at school’. In Language in Society 31, 491-525.
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books: New York
Schunk, D.H. (2000). Learning Theories: an Educational Perspective. Prentice-Hall International
Schunk, D.H., & Zimmerman, B.J. (Eds.) (1994). Self-Regulated Learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates
Shulmann, L. (1987). ‘Knowledge and teaching: foundations of the new reform’. In Harvard Educational Review, 57 (1), 1-22.
Stenhouse, L. (1975).. An Introduction to Curriculum Research and Development .London. Heinemann.
Strike, K. A. (2007). Ethical Leadership in Schools: creating community in an environment of accountability. Thousand Oaks, California.
The Equal Status Act. (2000). Office of the Attorney General, Dublin, Ireland.
The Equality Act. (2004). Office of the Attorney General. Dublin, Ireland.
The Teaching Council of Ireland. (2012). Code of Professional Conduct. Maynooth, Ireland.
The Irish Times, (April 2, 2014). Dublin, Ireland.
Ushioda, E. (1996). Learner Autonomy 5: The Role of Motivation, Authentik, Dublin.
Villegas, A.M. & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership. 64 (6), pp.28-33
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge MA: Harvard University Press.
Weiner, B. (1992). Human Motivation: Metaphors, theories and research. Newbury Park, CA: SAGE Publications.
Weiner, B. (1984). ‘Principles for a theory of student motivation and their application within an attributional framework’. In R. Ames and C. Ames (eds) Research in Motivation in Education. Volume 1, Orlando: Academic Press, pp.15-58.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. New York: Prentice Hall.
Zeichner, K. M. & Liston, D.P. (1996). Reflective Teaching. An Introduction. Lawrence Erlbaum Associates, Inc., New Jersey
Arnowitz, S., & Giroux, H.A. (1993). Education Still Under Siege. Greenwood Publishing Group. Westport, USA.
Barnett, R. 2000. Realizing the University in an age of supercomplexity. Open University Press.
Bershon, B. L. (1992). Cooperative problem solving: A link to inner speech. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups (pp. 36–48). New York: Cambridge Univ. Press.
Bertrand, Y. (2003). Handbook of Psychology. Contemporary Theories and Practice in Education. Atwood Pulications. Madisson, USA
Borg, S. (2009). “Language teacher cognition”. The Cambridge Guide to Second Language Teacher Education. Burns A. & Richards, J.C. (eds.). Cambridge: Cambridge University Press.
Boud, D. (1988). ‘Moving towards autonomy’. In D. Boud (ed.) Developing Student Autonomy in Learning. (2nd Edition). London: Kogan Page, pp.17-39.
Brookfield, S. (1987). Developing Critical Thinkers. Challenging Adults to Explore Alternative Ways of Thinking and Acting. Jossey-Bass: San Francisco.
Carr, W. & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research, London: Falmer Press.
Clancy, P. (1996). ‘‘Investment in Education. The Equality Perspective: Progress and possibilities.’’ Administration 44 (3): 28-41.
Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M.C. Wittrock (Ed.) Handbook of research on teaching (3rd ed., pp. 255-296). New York. Macmillan.
Cochran-Smith, M., & Lytle, S.L. (1993). Inside/Outside: teacher research and knowledge. New York. Teachers College Press.
Cochran-Smith, M., &Lytle, S.L. (1998). Teacher Research: The question that persists. International Journal of Leadership in Education, 1(1) 19-36.
Cochran-Smith, M. & Lytle, S.L. (2009a). Inquiry as Stance. Practitioner Research for the Next Generation.
Cochran-Smith, M., & Lytle, S.L. (2009b). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & Pearson (Eds.) Review of Research in Education (Vol.24, pp.249-306), Washington D.C. American Research Association.
Cochran-Smith. M,. & Zeichner, K.M. (eds.).(2006). Studying Teacher Education. Washington DC. American Educational Research Association, and Mhwah, NJ. Lawrence-Erlbaum.
Cohen, L., & Manion, L. 2000. Research Methods in Education. Routledge. London.
Coolahan, J. (1981). Irish Education. History and Structure. Institute of Public Administration; Dublin.
Darder, A. Baltodana, M., & Torres, R. (2008). The Critical Pedagogy Reader: Second Edition. Routledge. New Yoirk.
De Jong,, E., & G.A. Harper. (2011). ‘‘Accommodating Diversity’’. Pre-service Teachers’ Views on Effective Practices for English language Learners. In Teacher Preparation for Linguistically Diverse Classrooms. Routledge, UK.
De Oliveira Andreotti, V. Critical Literacy: Theories and Practices in Development Education, University of Oulu, Finland.
https://www.academia.edu/3002070/DRAFT_Critical_Literacy_in_ Development_Education, (accessed, January 8, 2014).
De Oliveira Andreotti, V., & Mario T. M. de Souza, L. (Eds.). (2012). Postcolonial perspectives on global citizenship education. New York, NY: Routledge.
Department of Education and Skills, Dublin. (2012). Framework for Junior Cycle, DES, Department of Education and Skills, Dublin. 2012. Code of Professional Conduct for Teachers.
Dewey, J. (1933). How We Think. Heath and Company. New York.
Dewey, J. (1990). The School and Society and The Child and the Curriculum. The University of Chicago Press.
Dickinson, L. (1995). ‘Autonomy and Motivation. A Literature Review’, in System, Vol. 23, no. 2, pp. 165-174. Elseiver Science Ltd.
Douglas, C. (2000). Can-do Kids: Creating Self-directed, Responsible, Caring Children. Torrance, CA: Totline Publications.
Elbaz, F. (1981). The Teacher’s “practical knowledge”: Report of a case study. Curriculum Inquiry, 11(1), 43-71.
Farren, M. 2007. How am I creating a pedagogy of the unique through a web of betweenness with a new epistemology for educational knowledge? Action Research Expeditions, December 2007.
Flores, B.B. (2001). Bilingual Research Journal. Taylor & Francis. London, UK.
Freire, P. (1970/72). Pedagogy of the Oppressed. London. Penguin.
Furlong, J. & Maynard, T. (1995). Mentoring Student Teachers: the growth of professional knowledge, London: Routledge.
Gadotti, M. (1996). Pedagogy of Praxis. A Dialectical Philosophy of Education. State University of New York Press.
Gardner, R. C. and MacIntyre, P.D. (1993). ‘A student’s contribution to second language learning’, Part 11: affective variables. In Language Teaching 26, pp.1-11
Gelsthorpe, T. and West-Burnham, J. (eds.).(2003). Educational Leadership and the Community. Pearson Education Ltd.
Goswami, D. & Scillman, P.R. (Eds.) (1987). Reclaiming the classroom: teacher research as an agency for change. Upper Mountclair. NJ. Boynton/Cook, USA.
Goudie, A. And Ladd P. (1999). Journal of International Development. Volume 11, Issue 2, pages 177–195, March/April 1999.
Habermas, J. (1972). Knowledge and Human Interests. (trans. J. Sapiro). London. Heineman.
Hargreaves, A. & Fullan, M. (2012). Professional Capital. Transforming teaching in every school. Teachers’ Press: Columbia University. New York.
Harre, R., Secord, P. & Johnstone, S. (1972). The Explanation of Social Behaviour. Oxford, Basil Blackwell.
Hofer, B. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college Contemporary Educational Psychology, 29, 129–163.
Hogan, C. (2007). ‘Examining Alternative Social Spaces to Address Indiscipline in Irish Secondary Schools’. M.Phil thesis (unpublished), National University of Ireland, Galway. Ireland.
Kalaja, P., & A.M.F. Barcelos. (2003). Introduction, in P. Kalaja & A.M.F. Barcelos (eds), Beliefs about SLA: New Research Approaches. Dordrecht: Kluwer, 1-4.
Kohonen, V. (2006). ‘On the notions of the language learner, student and language user in F.L. education; building the road as we travel’. In Pietila, Paivi, Pekka Lintunen & Heini-Marja Jarvinen 9eds.) Kielenoppija tanaan – Language Learners of Today. AfInLA Yearbook 2006/No. 64. Jyvaskyla: AFinLA, pp.37-66.
Kumaravadivelu, B. (2012). Language Teacher Education for a Global Society: a modular model for knowing, analyzing, recognizing, doing, and seeing’. London, Routledge.
Lantolf, J.P., & G. Appel (Editors). (1994). Vygotskian Approaches to Second Language Learning. Ablex Publishing, Westport, CT, USA.
Leach, J., Driver, R., Asoko, H., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23 (7), 5-12.
Little, D. (2001). ‘We’re all in it together: exploring the interdependence of learner and teacher autonomy’. CLCS Occasional Paper. Dublin: Trinity College, Centre for Language and Communication Studies.
Lucas, T. (2011). Teacher Preparation for Linguistically Diverse Classrooms. Routledge, UK.
Lucas, T., & Gridberg, J. (2008). Responding to the linguistic reality of mainstream classrooms. Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser & J.McIntyre (Eds.) Handbook of Research on Teacher Education. Enduring issues in changing contexts. (3rd ed, pp.606-636). Mahwah, NJ: Laurence Erlbaum.
Lynch, K., & Baker, J. (2005). J. Equality in education : an equality of condition perspective. Sage Pubs. UK.
Manguhbai, F. P. Marland, A. Dashwood, & J. B. Son. (2004). Similarities and differences in teachers’ and researchers’ conceptions of communicative language teaching: does the use of an educational model cast a better light? Language Teaching Research. Sage Journals
McCafferty, S.C. (1994). Adult Second Language Learner’s Use of Private Speech: A Review of Studies. The Modern Language Journal. Vol. 78, Issue 4. pp.421-436
Meece, J. L. (1994). The role of motivation in self-regulated learning. In Schunk & Zimmerman (Eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications. Hillsdale, N.J: Lawrence Erlbaum. Pp.25-44.
Mezirow, J., & E. Taylor (Eds.). (2009). Transformative Learning in Practice: Insights from Community, Workplace and Higher Education. Jossey-Bass. California.
Mitchell, R., & Myles, F. M. (2004). Second Language Learning Theories. 2nd Edition. Hodder Arnold, London.
Moran, J. ‘From Catholic Church dominance to social partnership promise and now economic crisis, little changes in Irish social policy’. In Irish Journal of Public Policy, Vol.2 Issue 1http://publish.ucc.ie/ijpp/2010/01/moran/01/en . (accessed January, 14, 2014).
Mustakova-Possardt, E. ( September, 2004). Education for critical consciousness. Journal of Moral Education, 33 (3), 245-269, Oxford, UK: Carfax.
Nussbaum, M. (1997). Cultivating Humanity: a classical defense of reform in liberal education. Cambridge MA., Harvard University Press.
O’Malley, J., & Chamot, A. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R.L., & Shearin, J. (1996). ‘Language learning motivation in a new key’. In R. L. Oxford, (ed), Language learning motivation: pathways to the new century. (Technical Report #11) (pp. 121-144) Honolulu: University of Hawai’i at Manoa. Second Language Teaching and Curriculum Center.
Pollard, A. (2005). Reflective Teaching. London: Continuum. (2nd edn).
Pope John-Paul 11. (September, 1984). Address to Catholic Educators, Newfoundland, Canada.
Piaget, J. (1954). The Construction of Reality in a Child. Routledge (2013 edition).
Programme for National Recovery, (1987-1990). http://www.eurofound.europa.eu/emire/IRELAND/PROGRAMMEFORNATIONALRECOVERYPNR-IR.htm (accessed May 14, 2014).
Rampton, B. (2002): ‘Ritual and foreign language practices at school’. In Language in Society 31, 491-525.
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books: New York
Schunk, D.H. (2000). Learning Theories: an Educational Perspective. Prentice-Hall International
Schunk, D.H., & Zimmerman, B.J. (Eds.) (1994). Self-Regulated Learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates
Shulmann, L. (1987). ‘Knowledge and teaching: foundations of the new reform’. In Harvard Educational Review, 57 (1), 1-22.
Stenhouse, L. (1975).. An Introduction to Curriculum Research and Development .London. Heinemann.
Strike, K. A. (2007). Ethical Leadership in Schools: creating community in an environment of accountability. Thousand Oaks, California.
The Equal Status Act. (2000). Office of the Attorney General, Dublin, Ireland.
The Equality Act. (2004). Office of the Attorney General. Dublin, Ireland.
The Teaching Council of Ireland. (2012). Code of Professional Conduct. Maynooth, Ireland.
The Irish Times, (April 2, 2014). Dublin, Ireland.
Ushioda, E. (1996). Learner Autonomy 5: The Role of Motivation, Authentik, Dublin.
Villegas, A.M. & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership. 64 (6), pp.28-33
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge MA: Harvard University Press.
Weiner, B. (1992). Human Motivation: Metaphors, theories and research. Newbury Park, CA: SAGE Publications.
Weiner, B. (1984). ‘Principles for a theory of student motivation and their application within an attributional framework’. In R. Ames and C. Ames (eds) Research in Motivation in Education. Volume 1, Orlando: Academic Press, pp.15-58.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. New York: Prentice Hall.
Zeichner, K. M. & Liston, D.P. (1996). Reflective Teaching. An Introduction. Lawrence Erlbaum Associates, Inc., New Jersey