Banking Model Of Education Research Articles

Critical Pedagogy in Curriculum Decision Making

Critical pedagogy has recently started to have an impact on the field of TESOL—teaching English to speakers of other languages—by introducing some new socio-political views of language teaching and linguistics. In this research, two main aims are set forward. The first aim is to explain the new concept of critical pedagogy and make suggestions for how it can be incorporated into the TESOL profession. The second is to investigate students’ and teachers’ perceptions of the concept and fundamental tenets of critical pedagogy, as well as the extent to which these tenets are utilised in formulating curricula in the context of Kurdistan. This study adopted a mixed-methods research design to employ instruments for gathering and analysing data from numerous sources. The sample for the study was 120 students who completed a questionnaire. Fourteen students from the same sample participated in focus groups and, seven teachers took part in semi-structured interviews. All participants voluntarily agreed to participate in the research and were affiliated with Soran University in Iraq's Kurdistan region. The findings of this empirical study demonstrate that the stakeholders make the curricular decisions using a monologic approach rather than a dialogic one and that students and lecturers are not engaged in the decision-making process. The results also show that both teachers and learners are not very satisfied with the banking model of education and would like to be allowed to actively participate in the design and development of teaching curricula from a critical perspective.

Psychotherapy of the oppressed: the education of Paulo Freire in dialogue with phenomenology

ABSTRACT The current paradigm of mental health has fallen short in its promises to deliver better care and quality of life for those who lives with mental illness. Recent works have expressed the need for more comprehensive frameworks of research, in which phenomenology emerges as a fundamental tool for a new wave interdisciplinary studies with the humanities. In line with this project, this article hopes to explore the relation between education and phenomenologically oriented psychotherapy, through the work of Brazilian educator Paulo Freire. First, we will briefly expose Freire’s biography and main ideas (such as the “banking model of education” and the creation of “culture circles”), showing how they can be useful during the clinical encounter. We will also highlight the importance of dialogical psychotherapy during situations of injustice and oppression. Finally, we will provide some insights that can help build a new paradigm of mental health that is based on a “praxis of freedom”, whether in research or clinical practice. We call this proposal a “Psychotherapy of the Oppressed”.

Training in the art and science of facilitation to scale research mentor training in low and middle income countries

Advancing biomedical research in low and middle income countries (LMICs) to expand the capacity for LMICs to integrate biomedical research into their health care systems and education has been the focus of many programs in global health over the past two decades. Central to the success of these programs is effective research mentoring, characterized by academic, career and psychosocial support through culturally appropriate practices. Research mentoring is a learned skill, developed through training, mutual discussions, practice and feedback. The majority of extant training programs are designed and delivered by US partners, so the next stage in building capacity is to train facilitators within the LMIC partner institutions to contextualize and advance mentoring specifically within their cultural and institutional norms by co-developing, delivering and evaluating semi-annual research mentoring training. To this end, we describe the development, delivery and outcome evaluation of a 5-week course in the art and skill of facilitation. Care was taken to explicitly distinguish between concepts of “teaching” and “facilitation,” since “teaching” is closely connected to a transmission or banking model of education, which is characterized by “top-down,” hierarchical relationship. The course discussed power and positionality, themes that resonate with partners in Nigeria and Tanzania. These themes provided unique entry into deeper conversations core to advancing mentoring practice away from the traditional dyadic power structure that remains from colonization. Evaluation findings indicate significant advances in awareness of differences between teaching and facilitating, increased confidence in facilitation skills, especially in the area of structured planning and organization, as well as improved communication and interpersonal skills. All respondents felt that students in Nigeria and Tanzania would respond well to the facilitation approach conveyed during the course and they found value in participating in the course as a cohort.

BATTLE FOR MINDS. ELEMENTS OF CRITICAL PEDAGOGY

In my study, I concentrate my attention on some aspects of Freire’s thought on pedagogy. I analyse some aspects of Freire’s opposition between his model of pedagogy and the banking model of education, i.e. the oppressor pedagogy: the bank education’s goal is to establish and conserve a hierarchical society; the problem-posing education aims to establish an egalitarian society and eliminate oppression forms. The concepts of anthropology which underlie the two pedagogical systems are quite different from each other: bank education views individuals as complete entities, i.e., as entities whose essence is given once and for all, whereas problem-posing education sees individuals as self-transcending entities and thus as entities who develop and change in history. I then analyse Freire’s investigation on the mechanism of internalisation: internalisation is the process through which oppressed individuals are transformed into entities mentally directed by the oppressors. It corresponds to the complete assimilation of the mind of the oppressed to the mind of the oppressor. The oppressed are therewith transformed into replicas of the ideology of the oppressors. The text of Freire which I use for my investigation is Pedagogy of the oppressed.

Literacy (Dis)Orientations in a Secondary Classroom: Possibilities and Limits of an IntersectionalLGBTQ+‐Inclusive Curriculum

AbstractDrawing from a yearlong literacy ethnography conducted at a high school in a Midwestern U.S. city, this article extends queer literacies and queer pedagogies scholarship by exploring the frictions and resonances between strategies of inclusion and queering. While inclusion strategies emphasize using expanded representations of sexuality and gender, such as of LGBTQ+ life, queering approaches often trouble inclusion through, for instance, questioning normativities and epistemologies and embracing partiality, uncertainty, and crisis in learning. To unpack interconnections between inclusion and queering, I present an ethnographic case of a lesson in a sophomore humanities course, focusing on the teacherly moves of an English language arts educator leading an instructional conversation about a nonfiction article describing intersections among sexuality, gender, race, ethnicity, and class with respect to food insecurity. Engaging Ahmed's (2006) queer theorization of orientations, I develop the heuristic ofliteracy (dis)orientationsto describe the layered mixture of classroom literacy performances challenging and reifying oppressive values regarding intersections among sexuality, gender, race, ethnicity, and class. The teacher disoriented students away from (homo)normativities regarding knowledge of LGBTQ+ communities and reoriented them toward and around nuanced, intersectional understandings of queer and trans life. However, these anti‐oppressive possibilities were limited by orientations around a banking model of education and binaries. This ethnographic case suggests that educators sanctioning literacy orientationstowardintersectional LGBTQ+‐inclusive curriculum presents possibilities for liberatory social change insofar as they disorient students away from education‐as‐banking and epistemological binaries and reorient themaroundalternative ways of knowing, specifically intersectionality as a queering epistemology.

Challenging the politics of education: Intertwining dialogic pedagogy with a research-based practicum for first-year pre-service teachers

The public education system in the United States has long been under assault from neoliberal educational reforms. Those reforms have been characterized by anti-democratic and homogenizing assessment methods and systems that reinforce the banking model of education. In this model, students learn to passively and uncritically consume the knowledge transmitted to them in school. In order to counteract the banking model, this research urged first-year, pre-service teachers (PSTs) in an Introduction with Internship in Bilingual/ESL Education college coursework to engage in a dialogic problem-posing pedagogy grounded in a Freirian perspective. PSTs conducted a mini research-based practicum (RBP) that was six weeks long and required a total of 24-hour field observations across local public elementary schools. The RBP framework consisted of a research question, a mini literature review, practicum observations, findings, a group-written report, and a group presentation. In this study, we analyzed the RBP process and data sources that responded to our guiding question: What counts as good teaching according to PSTs? The major findings included: (a) good teaching means relationship building, (b) good teaching starts with understanding the multiple roles of the teacher, and (c) good teaching is inclusive. We discussed the transformative moves that PSTs went through while engaging in a dialogic problem-posing pedagogy. Teacher-educators (TEs) can benefit from this study, as the viability of the transformative effects of a dialogic problem-posing pedagogy, along with its challenges and coping methods, were discussed.

Moving towards Climate Justice with Pedagogy of the Oppressed

Climate education is increasingly being taught in schools, and groups are looking to pass climate education into law. This article looks at climate justice, a framing of the overarching climate movement, to advocate for an education that inspires action. Drawing from Freire's 'Pedagogy of the Oppressed', it makes a case for problem-posing education over the banking model of education, specifically when teaching about social issues.

What Do Mothers Experiencing Poverty Need to Support Their Young Children? Parent, School, and Policy Perspectives

Parents experiencing poverty are rarely consulted about their needs when it comes to supporting the development, well-being, and education of their young children. Furthermore, they are often overlooked as experts on their own needs by actors in positions of power and excluded from spaces and processes that aim to create resources, programs, and policies to support families of young children. Using an ecological systems framework (Bronfenbrenner in: The ecology of human development: experiments by nature and design. Harvard University Press, Cambridge, 1979), we conducted a qualitative interview study of mothers’ needs in a school community in Central Texas as perceived by multiple community members, including mothers themselves, teachers, school administrators, district leaders, and policymakers (n = 14). The findings show that the three mothers felt they needed more money, time, opportunities for self-care, and validation to support their young children in the ways they would like to. Actors in positions of power (teachers, school administrators, district leaders, and policymakers) however, primarily discussed mothers’ needs for education, training, and models of parenting. To a lesser extent, actors in positions of power also discussed needs that partially reflected those expressed by mothers, including a need for higher wages and more money, childcare to free up time, and emotional support or social capital to provide validation of mothers’ parenting. We discuss the importance of understanding mothers’ needs as they are expressed by mothers themselves, the danger of framing support for parents experiencing poverty using a banking model of education (Freire in: Pedagogy of the oppressed: 30th anniversary edition. Continuum, New York, 2000), and areas of alignment from which we can build towards dialogic understanding and collaboration.

Extending feminist pedagogy in conferences: inspiration from Theatre of the Oppressed

ABSTRACTThis paper employs an autobiographical approach to reflect on some limitations of conventional academic conferences in creating community and supporting deep learning. By and large conventional large conferences tend to be premised on what Brazilian educator Paulo Freire calls the banking model of education and therefore frequently reproduce prevalent academic hierarchies. Examining some feminist ways of conferencing, I argue that while they offer valuable opportunities for dialogue and reflection, they do not radically alter the canonised conferencing model of keynotes, plenaries and parallel presentations. I then reflect on my experience of attending a national conference of Theatre of the Oppressed (TO) practitioners in Bangalore, India, in 2014, framing it through the lens of feminist and critical pedagogy. I conclude that TO with its commitment to equity offers inspiration for re-imagining academic conferences to make them more inclusive of marginalised groups and to support professional and personal growth.

침묵문화를 해체하는 프레이리의 교육실천론

The purpose of this study was to investigate the theory of educational practice to break the culture of silence as conceptualized by Paulo Freire. The study was conducted by reflecting Freire’s dichotomous way of thinking with a theoretical reference framework to approach the research subject. The intention was to discuss the establishment of Freire’s fundamentalist educational theory based on this purpose and method. The discussion thus far can be summarized as follows. Firstly, the banking model of education must be converted into problem-posing education. To establish the model of problem-posing education, it is necessary to first construct an essentially democratic social environment with an educational basis, and both structuring and planning of problem-posing curriculum are demanded. Secondly, anti-dialogue pedagogy must be converted to dialogue pedagogy. To practice dialogue pedagogy, dialogue classroom relationships must be established. The process of dialogue education must entail subject formation, critical research, and dialogue teaching processes. Thirdly, instructors functioning in a problem-posing educational model must be faithful to their roles as cultural workers, curriculum makers, and organic intellectuals. In particular, their activities as organic intellectuals must concentrate on cultivation of critical reflection ability, an impetus for democratic cultural revolution, fundamental learning ability and permission for freedom of thought and expression.

Revisiting the Tenets of Critical Pedagogy in Postmethod Pedagogy to Highlight the Concept of Intellectualism

Postmethod pedagogy and critical pedagogy have influential roles in education and language teaching. A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, however, they may not be entirely aware of the oppositional intention and dynamicity of this model. This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches. Furthermore, some criticisms towards critical pedagogy and postmethod pedagogy are brought into consideration for better understanding of the relevance and the weaknesses. It is hoped that by bringing these two notions, teachers especially those who wish to use postmethod pedagogy in their setting become more aware of the intellectual priorities of critical pedagogy and postmethod pedagogy such as moving from banking model of education, absence of bias and deviation from predetermined and fixed frameworks in the classrooms.

EFL Teachers’ Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study

Strategy-deficient language learners struggle to develop their language proficiency through limiting and inappropriate strategies. This study aims at exploring experienced teachers’ perceptions of strategy deficiency syndrome among EFL learners. To this end, the perspectives of a purposive sample of experienced teachers teaching in private language schools of Tehran, the capital city of Iran, were theoretically sampled based on the principles and procedures of grounded theory. The final conceptualization of teachers’ perspectives yielded “learners’ limiting strategies” and “teachers proposed alternatives” as the major categories. The findings suggest that curriculum developers and language teachers merge strategy training and language teaching to remedy the strategy deficiency syndrome among EFL learners in the contexts of this study and other similar contexts where the banking model of education marginalizes strategy training and focuses exclusively on language teaching.

REINTERPRETING FREIRE’S ESSAY ON THE BANKING MODEL OF EDUCATION BY USING TYLER’S MODEL OF CURRICULUM

The banking model manufactures human consciousness that is easy to control. It programs individuals to accept and believe in a false concept of reality so that they fail to perceive the connection between human action and their immediate and higher social reality. In this way, it creates submissive subjects for the order of oppression. The oppressed are conditioned and incapable of perceiving the truth. Their critical and creative thinking potential is systematically annulled. This paper aims to reinterpret Freire’s essay on “the Banking Model of Education” using Tyler’s model of curriculum to uncover the practices of the educators at every level of the oppressor-controlled educational system. As Tyler’s model is often termed as a “Product model”, its framework can be useful in analyzing the banking model, which is purely productoriented, to achieve deeper understanding of the process which the banking model adopts to produce a certain type of psyche that can ensure the survival of oppression.

Teaching Presence in MOOCs

Despite the rapid growth of massive open online courses (MOOCs) in recent years, a fundamental question is still being debated widely in the education community: how to design and deliver MOOCs and move them away from the banking model of education (Freire, 1974), in which the teacher has traditionally been the central authority. Our goal in this paper is to improve the MOOC pedagogy through the lens of teaching presence. We argue that teaching presence is much more than just a facilitation strategy; rather, teaching presence is about creating a meaningful and receptive relationship between and among learners. To accomplish this we propose that instead of a single facilitative role there is a diversity in teacher roles. Teachers can themselves become learners in their own classrooms, as well as enabling and encouraging learners also take on the role of teachers in this open learning process. This leads us to propose the notion of hybrid presence, a construct that emerges out of authentic relationships among esteemed co-learners (Rheingold, 2014) in an open educational environment. This hybrid presence is particularly evident in community-based MOOCs. To aid in the design and facilitation of such MOOCs we propose three interrelated learning design principles aligning with the notion of hybrid presence: prepare to cede authority, embrace plasticity, and be present with fellow learners.All the learning design principles we propose highlight approaches that are responsive to the affordances of connectivity and diversity on the World Wide Web. In the first principle cede authority we suggest that MOOC instructors see themselves as conveners of MOOCs, and that they see the learners as co-learners in their educational journey. The second principle embrace plasticity draws attention to the importance of being receptive and responsive to the direction and nature of learner voices in distributed networks. Finally, in the last principle be present with fellow learners we suggest using tools that foster mutual empathy and awareness for both learners and teachers to be present in the environment in authentic ways. Each principle is illustrated with specific examples from different types of community-based MOOCs, such as Change11 MOOC, Rhizomatic Learning, MobiMOOC 2011, and UNIV 200: Inquiry and the Craft of Argument.

Climatologists, Theologians, and Prophets: Toward an Ecotheology of Critical Hope

Climatologists, Theologians, and Prophets: Toward an Ecotheology of Critical Hope

Transcending Convention and Space: Strategies for Fostering Active Learning in Large Post-Secondary Classes

In 1970, education theorist Paulo Freire (1970) sharply critiqued dominant pedagogy—or what he called the banking model of education - for stripping students of their agency. In the banking model, he wrote, instructors are empowered as narrating subjects as students who become alienated as passive listening objects. In the decades since, research has repeatedly shown that a banking model of education is ineffective and inefficient. Despite this, there is an increasing trend towards large, lecture-based learning in post-secondary classrooms, fuelled largely by the turn to a neoliberal, corporatized model for higher education. Active learning pedagogy moves away from the banking model of education, toward a model that positions the student as an active participant in his or her own learning and development. While active learning has been shown to be more effective, large class sizes, classroom structures, teaching loads, and diminishing teaching resources can make it difficult for instructors to integrate active learning into large post-secondary lecture-halls. This paper explores the challenge of inspiring active learning in large classes and proposes a number of strategies for integrating active learning in large university lecture halls.

Fresa y chocolate: A Subtle Critique of the Revolution in Crisis

This article uses Paulo Freire’s theories to illustrate Gutiérrez Alea’s attempts to continue a dynamic, Cuban revolution in light of what he depicts as a static revolution that has ceased to evolve. In fact, the film under study seems to present the achievements of Castro’s revolution as counter-revolutionary since the movement has suffered from bureaucratization, sloganism, and the banking model of education, which are all characteristics of an oppressive regime.

A New Beginning in College Writing

Pedagogies for teaching high school English and college composition often divide between so-called approaches and their opposite, variously labeled teacher-centered, traditionalist, or product-based. Where students collaborate in the discovery of knowledge, learning is said to be student-centered. Where teachers impose their knowledge on students, as in the banking model of education described by Paulo Freire, the teacher-centered approach holds sway.1 Implied in this distinction is good will on the part of those who take their students' side, and something less than good will on the part of those who impose their authority on them. Because teachers work for students, every instructor should take his or her students' side; every teacher should ask which assignments in which order will foster the best results; every educator should make the classroom a lively place where students learn to think for themselves. The claim that one approach to teaching is more than another therefore carries a polemical charge. It sets an educational philosophy that favors the advancement of students against another that holds them back. But what if a misunderstanding arose as to what student-centered means, and, as a result, a pedagogy passing for progressive actually inhibited progress? What if this misunderstanding unfolded, like the internally consistent logic of a bad dream, and became policy, ruling high school English and college composition programs across America, gaining dominance over the

Uma experiência pedagógica no ensino médio integrado: pesquisando os agentes comunitários de saúde

Este texto tem como proposta relatar uma experiência pedagógica com alunos do ensino técnico na Escola Politécnica de Saúde Joaquim Venâncio, Fiocruz (EPSJV/Fiocruz). Essa experiência, que teve duração de um semestre, enfocou a temática "Agentes comunitários de saúde (ACS) - política, formação e trabalho", com o objetivo de proporcionar aos alunos uma introdução à pesquisa, seguindo a proposta de iniciação à educação politécnica em saúde da EPSJV. Alunos e preceptoras entraram em contato com as políticas voltadas à formação e ao trabalho dos ACS e conversaram com pesquisadores da área e ACS. O trabalho resultou na elaboração de um vídeo-documentário e na produção coletiva deste relato. O trabalho introdutório de pesquisa em questão retirou alunos e preceptoras dos lugares de 'mestres sábios' e 'aprendizes ignorantes', dando-lhes a oportunidade de romper com o modelo bancário de educação e levando-os a olhar o processo de aprendizagem e o objeto de estudo numa perspectiva crítica.

The Consolidation of Responsibility and Students' Definitions of Situation in the Mixed-Age College Classroom

Sociologists have long pointed out that when people enter social situations they bring along with them certain understandings, sometimes called typificatory schemes (Berger & Luckmann, 1967), of normative behaviors expected of them in given situation. Participants in an interaction then negotiate roles and role expectations with one another in a process of defining situation (Goffman, 1959, 1961; McHugh, 1968). Over time habitualized typifications become institutionalized (Berger & Luckmann, 1967). The college classroom is one setting where typifications have been institutionalized, because students have clear expectations of their instructors and other students. Unfortunately, their definitions of classroom and expected roles of students and professors often do not facilitate learning. Learning occurs most effectively in a situation where students are actively engaged with material, other students, and their instructor (see, for example, Astin, 1985; Johnson, Johnson, & Smith, 1991; Kember & Gow, 1994; McKeachie, 1990; Meyers & Jones, 1993). Critical thinking is also fostered by students' active participation in classroom (see, for example, Smith, 1977; Garside, 1996). Each student brings experiences to classroom that can contribute to learning through participation in discussion. Therefore, instructors should be concerned with level and depth of student participation in classroom discussion. However, experience and research demonstrate that most students operate with a Banking Model of Education, wherein instructor is bank of knowledge from which students make withdrawals by taking notes (Freire, 1970). Previous Research In 1976 Karp and Yoels identified a college classroom norm they labeled the of This norm suggests that in typical classroom, participation in discussion will be consolidated in hands of few, with majority of students being passive observers or only occasional participants. Howard, Short, and Clark (1996) and Howard and Henney (1998) have found that consolidation of is still operative norm for discussion, at least in mixed-age college classroom. Studies of participation in classroom discussion have focused on issues of student gender (see, for example, Cornelius, Gray, & Constantinople, 1990; Crawford & MacLeod, 1990; Fassinger, 1995; Sternglanz & Lyberger-Ficek, 1977), instructor gender (see, for example, Auster & MacRone, 1994; Fassinger, 1995; Pearson & West 1991), class size (see, for example, Constantinople, Cornelius, & Gray, 1988; Crawford & MacLeod, 1990; Fassinger, 1995; Howard, Short, & Clark, 1996), teaching techniques (for example, Nunn, 1996) and, occasionally, student age (Howard et al., 1996; Howard & Henney, 1998). Relatively little attention has been given to of responsibility. While male student might participate more frequently than female student, and nontraditional student more often than traditional one, there is, in essence, no average participant. Instead, when of responsibility is operating, there are only talkers--who account for vast majority of all interactions--and nontalkers--those students who speak up only occasionally, if at all (Howard et al., 1996; Howard & Henney, 1998; Karp & Yoels, 1976). Computing mean interaction levels for various demographic groupings is misleading, because it combines participation of all students--talkers and nontalkers--within a demographic grouping into a single mean score. Instead of asking how often member of various demographic groupings (e.g., males versus females) participates, we need to ask who is most likely, and least likely, to accept of responsibility and why? In this study we first identified talkers and nontalkers via observation. …