New Abstract

Abstract: Teaching for Change: Reflections on Empowerment and Action in Education.

John Tagg has noted that today’s universities are misaligned toward teaching, not learning, meaning that emphasis is placed on imparting knowledge on students as opposed to engaging students in a process of discovery and realization. I contend that this passive consumption of knowledge and education is a manifestation of more widespread cultural mores that devalue creativity and autonomy of Self.

Teaching for Change explores the work being done in the fields of alternative, critical and radical pedagogy and makes use of the theoretical frameworks and best practices provided by such to create a context for analysis and critique of my student teaching experience. I propose that a model of learning which relies heavily on experiential education, reflection and student autonomy is best suited for achieving the goal of transformative education and that this type of educational process is germane to the misaligned condition of higher education today.

working abstract

This still needs some work, finished product comming by thursday

Abstract: Teaching for Change: Reflections on Empowerment and Action in Education.

Teaching for Change explores the work being done in the fields of alternative, critical and radical pedagogy and makes use of the theoretical frameworks and best practices provided by such to create a context for analysis and critique of my student teaching experience. I propose that a model of learning which relies heavily on experiential education, reflection and student autonomy is best suited for achieving the goal of transformative education and that this type of educational process is germane to the misaligned condition of higher education today.

Working Bibliography

Senior Seminar Bibliography in progress for Senior Seminar Project.

Horton, Myles and Freire, Paulo. We Make the Road by Walking. Edt. Bell, Brenda,

Gaventa, John, and Peters, John. Philadelphia: Temple University Press, 1990.

Bain, Ken. What the Best College Teachers Do. Cambridge: Harvard University Press,

2004

Colby, Anne, Ehrlich, Thomas, Beaumont, Elizabeth, Stephens, Jason. Educating

Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility. San Francisco: Jossey-Bass, 2003.

Fink, Dee L. Creating Significant Learning Experiences: An Integrated Approach to

Designing College Courses. San Francisco: Jossey-Bass, 2003.

Friere, Paulo. Pedagogy of the Oppressed. Continuum Intl Pub Group, 2000.

Tagg, John. The Learning Paradigm College. Bolton: Anker Publishing Company, 2003.

Mayo, Peter. Liberating Praxis: Paulo Freire’s Legacy for Radical Education and Politics.

Westport: Praeger Publishers, 2004.

Olssen, Mark. Michel Foucault: Materialism and Education. Westport: Bergin and

Garvey, 1999

Simpson, Douglas, Jackson, Michael, Aycock, Judy. John Dewy and the Art of Teaching:

Toward Reflective and Imaginative Practice. Thousand Oaks: Sage Publications, 2005.