Abstract
Scholars of transformative learning theory believe that central to critical pedagogy is the idea that schools and lecture rooms can be places where critical communities can be started. These scholars ar gues that for critical pedagogy to have an impact, transformative learning is an important space for discourse t o change the way an individual comes to a new understanding of something that causes a fundamental paradigm shift. This paper explores the collective learning conversations by drawing from culturally diverse student voices in Economics Education. This paper is a critical reflection of personal challenges encountered during the teaching of Economics in a culturally diverse setting. In applying an autoethnographical approach, I rethink my experiences and draw from diverse Postgraduate Certificate in Education (PGCE) student voices (n=7) through a reflective assignment. In summation, strategies are provided for building creative learning spaces within and beyond the classroom.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
