Jerry Aldridge

Critical pedagogy for early childhood and elementary educators

Chapter 1 What is Critical Pedagogy?.- Chapter 2 Being Critical of Critical Pedagogy.- Chapter 3 Assumptions-Where are We?.- Chapter 4 Identity.- Chapter 5 Praxis and Critical Pedagogy.- Chapter 6 Discrimination.- Chapter 7 Gender and Ethnicity.- Chapter 8 The Dilemma of Social Justice.- Chapter 9 Teaching for Transformation.- Chapter 10 Looking Back and Moving Forward.

What Is Critical Pedagogy

From multiple perspectives by numerous theorists, critical pedagogy is defined in this chapter. Critical pedagogy is a lifelong journey relative to class, ethnicity, power, gender, sexual orientation, and nationality. But how do the definitions translate to classroom practice? This chapter offers descriptions about how to rethink assumptions and classroom practices based on what we know about critical pedagogy. Prospective teachers through veteran educators are encouraged to reflect on teaching and learning practices and to expand their worldview. Also addressed is the vocabulary used in critical pedagogy. Definitions of terms conclude this chapter.

Among the Periodicals: The Importance of Oral Language

While teachers of both younger and older children zuork hard to provide their students with the best literacy experiences, oral language is often neglected in the classroom. The follozuing articles on oral language developnrent were selected and reviewed by Lynn Kirkland, associate professor of early childhood education at the University of Alabama at Birmingham and Director of the Children‘s Creative Lenrning Center, a siimnier enrichment program arid graduate practicum site for the university.-].A.

Among the Periodicals: Rethinking the No Child Left behind Act of 2001

Legislators hoped that passage of No Child Left Behind would lead to: 1) greater accountability for results; 2) more flexibility for schools, school districts, and states in how they use federal funds; 3) a wider range of education choices for families from disadvantaged backgrounds; and 4) an emphasis on research-based teaching methods. The act strongly emphasizes literacy for young children, improving teacher qualifications, and ensuring that every child who attends school in the United States will learn English. While the act was passed with overwhelming bipartisan support, many administrators, teachers, and even politicians now see a need to rethink it. The following articles related to No Child Left Behind were chosen and reviewed by Kathy Chandler, who teaches K-2 in a multiage setting at Trace Crossings Elementary School in Hoover, Alabama.-J.A.

Teaching for Transformation

Critical pedagogy is evidenced by action or teaching for transformation. However, most traditional classrooms are concerned with teaching as transmission or teaching as transaction. Definitions and examples of transmission, transaction, and transformation are provided, and explicit examples of each type of classroom are explained in this chapter. What happens when teachers teach for transmission, for transaction, for transformation? The largest section of this chapter includes examples from transformative educators in settings and classrooms where they made transformation visible and easily described as they moved toward transformation.

Among the Periodicals: Differentiated Instruction

During the 1900s, educators talked about individualizing instruction. In the 21st century, the politically correct term is “differentiated instruction.” Differentiated instruction should be implemented in a way that does not change what is taught but rather changes how it is taught. The strengths of each individual student should be used to develop instruction, along with considerations for each child’s unique cultural, familial, and personal characteristics. The following articles were selected for review because they describe unique ways of implementing differentiated instruction. A wide range of articles are presented. Some address differentiated instruction at the microlevel (within individual classrooms). Others consider differentiated instruction from a macro-perspective. They suggest that differentiated instruction is dependent upon larger structures, such as school systems, or what William Tate calls the “geography of opportunity.” All of the articles presented here were jointly reviewed by me, Kay Emfinger, and Ricky K. Aman.-JA

Among the Periodicals: The Future of Character Education

Character education can be defined as an effort by schools, communities, and families to assist children in understanding, caring about, and acting upon a core of ethical values (Character Education Partnership, 1997). While the 1990s saw a renewed interest, character education is not new. In fact, character education has been around since at least the 1920s (Muscott & O‘Brien, 1999). The recent trend to incorporate character education into the curriculum can be traced to the writings of former Secretary of Education William Bennett (1993), two national groups (the Character Counts Coalition and the Character Education Partnership), as well as to President Clinton’s 1996 State of the Union message, in which he urged schools to teach citizenship, values, and character education (Muscott & OBrien, 1999). The seven articles on character education reviewed in this column represent a wide range of viewpoints and issues related to the school‘s role in developing character. The first article is a message from Secretary of Education Richard Riley about the importance of civic and character education. The next three pieces discuss the ways character education is being taught in schools. The fifth and sixth articles describe character development as it relates to other issues, including religion and teaching character education to children with disabilities. The final article reviewed returns to the political nature of character education.

The Dilemma of Social Justice

What is social justice? What does citizenship have to do with social justice? These questions are at the forefront of this chapter. Can Fraser’s model of social justice assist educators to help promote equality? Three continuums of this model are explained, so teachers at every level can deeply ponder where they should navigate regarding each continuum of Fraser’s model. Can we promote equality by focusing on “sameness” or “difference” in the classroom? Which is more important? Do we show how we are all alike? Do we emphasize how we are different? Where is the middle ground? A second continuum to consider is that of recognition versus redistribution? Should we recognize that there are inequities as part of reality or should we work with students to redistribute the capital that is available? Finally, should we emphasize interaction on the microlevel or on the macrolevel? In other words, do we make a difference in the world more effectively through action by one on one or small groups? Or, is action more effective by working within a larger context at the macrolevel?

Looking Back and Moving Forward

This chapter is a summary and synthesis of the previous chapters. It is designed to help early childhood and elementary educators and students to consider how they can take social action together within a democratic, critical pedagogical classroom. The inclusion of all voices involved in the classroom and setting is integrally necessary to move forward in critical pedagogy. The loudest voices in education and that politically affect education are still white men. This must change if all voices are heard and incorporated into the conversation about educational change. Not only educators at every level are to engage in praxis, but the youngest of children can be taught to become involved in praxis, becoming active participants and stakeholders in the process.

Praxis and Critical Pedagogy

Praxis is the complex intermingling of theory and practice. The term “praxis” is derived from ancient Greek. Enacting praxis, early childhood and elementary educators reflect on practice through self-dialogue, among other educators and students. Then, educators and students decide and take action based on reflection and dialogue. Teachers engaged in practice soon realize that praxis requires them to reexamine cherished beliefs and consider alternative teaching and learning practices.