In the Service of Learning and Activism:
نویسنده
چکیده
Prevailing policies and practices in teaching suppress teachers’ autonomy in the classroom, leaving students subjected to scripted programs, standardized curricula, and passive rote learning (Leistyna, Lavandez, & Nelson, 2004; Sleeter, 2005). Such forms of teaching often run counter to those that support critical thinking, joy, and equity-oriented learning (Christensen, 2009; Nieto & Bode, 2008; Sleeter, 2005). In contrast to traditional pedagogy, scholars suggest that student-centered, democratic, participatory, and activist forms of pedagogy provide meaningful learning experiences that are libratory and empowering (Duncan Andrade & Morrell, 2008; Fisher, 2007; Freire, 1998; Shor, 1980/1987). Shor (1992) states:
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