Problem-posing Education Research Articles

A Comparative Analysis of Banking and Problem-Posing Models in Online PlatformAn Action Research

This study explores the impact of two educational models, Banking Education and Problem-Posing Education, within the context of virtual classrooms. Rooted in the constructivist learning theory, which posits learning as an active, meaning-making process, the research aims to compare their effects on student engagement, proactiveness, responsibility, and learning outcomes. Theoretical analysis and practical implementation of these models were conducted in a participatory action research design, spanning three stages: theoretical analysis, implementation, and reflection and evaluation. Data was collected through eight weeks of virtual field notes, categorizing activities under banking or problem-posing education. Results suggest that the Problem-Posing model, in the virtual education realm, led to tangible improvements in student engagement and performance. Students exhibited greater autonomy, active participation, and collaborative problem-solving. This aligns with constructivist principles, emphasizing the social construction of knowledge. In contrast, the Banking model yielded a less positive response, marked by student reticence and disinterest. The findings contribute to understanding pedagogical practices in the digital age, emphasizing the practical application of constructivist principles in teaching.

Symposium 3: What is it like for a learner to participate in a Zoom Breakout Room session?

Though virtual classrooms are not new, the COVID-19 pandemic sent many teachers and students online for the first time. This paper examines the use of a web-based video conferencing tool, Zoom, and in particular, the use of breakout rooms as part of a student’s learning experience. We ask: what is it like for a learner to participate in a Zoom Breakout Room session? Using Max van Manen’s (2016) phenomenology of practice, we collected learners’ lived experience descriptions of participating in a Zoom breakout room, then reflected on them phenomenologically as a way to generate new insights into this recently common online learning experience. Four moments are portrayed: a learner’s arrest at the announcement of breakout rooms; a learner’s transition into a breakout room as existential suspension; surveilling self and others in a breakout room; and exiting the breakout room as a moment of foreclosure and re-disorientation. The paper compares Zoom breakout rooms with aspects of video-gaming and notices a detriment to Freirean problem-posing education if students can avoid standing, unmediated, behind just their words, even in the relative safety of a small group of peers.

Defining narrative change: a case study of the decolonising podcast Ask the Specialist: Larrakia, Tiwi and Yolŋu stories to inspire better healthcare

ABSTRACT Mainstream media in countries like Australia often perpetuate dominant narratives rooted in settler-coloniser culture, legitimising existing power dynamics and reinforcing inequities. However, in recent decades as the media landscape has fragmented, control over the dominant narrative has loosened and independent podcasters have emerged as powerful agents of narrative change. Narrative change is an emerging field of action research that has grown from social justice activists who believe that personal stories have the power to shift hearts, heads and eventually policies that maintain inequities. However narrative change as a concept is undefined in peer-reviewed literature. Drawing inspiration from Critical Race Theory and Freirean pedagogy, this paper argues key tenets from these two decolonising theories to be considered foundational to narrative change. By examining the utilisation of ‘counterstories’ and ‘problem-posing education’, the paper aims to provide insights into how podcasters can effectively foster intimacy between First Nations peoples and White Australians and change the narrative settler colonisers have perpetuated. To explore these concepts a podcast titled Ask the Specialist: Larrakia, Tiwi and Yolŋu stories to inspire better healthcare will be presented as a case study.

Brazilian and educator: Paulo Freire and a brief insight into his journey in education

Paulo Freire (1921–1997) was an influential Brazilian educator, philosopher and theorist in the field of education. He is best known for his critical pedagogy, a revolutionary approach to education that emphasizes the need for students to be actively involved in their own learning process. Freire's ideas have had a profound impact on educational theory and practice around the world. Key concepts associated with Paulo Freire's work include: Critical Pedagogy: Freire's critical pedagogy encourages educators to adopt a transformative and participatory approach to teaching. It challenges traditional, authoritarian teaching methods and promotes a more democratic and egalitarian classroom environment. Dialogical Learning: Freire emphasized the importance of dialogue in the learning process. He believed that education should be a two-way conversation between teachers and students, with both parties actively contributing to the construction of knowledge. Problem-Posing Education: Freire contrasted the traditional "banking" model of education, where knowledge is deposited into passive students, with a "problem-posing" model. In problem-posing education, learners and educators work together to critically examine and solve real-world problems, fostering a deeper understanding of the subject matter. Conscientization: Freire coined the term "conscientization" to describe the process of raising awareness and consciousness among individuals. He believed that education should empower people to critically analyze their social and political context, leading to a sense of agency and the ability to enact positive change. Liberation Pedagogy: Freire's work is often associated with the idea of liberation pedagogy. He argued that education should not only transmit knowledge and skills but also empower learners to liberate themselves from oppressive social structures and contribute to social transformation. Paulo Freire's most famous work is the book "Pedagogy of the Oppressed" (1968), where he articulates many of these concepts. His ideas have influenced educators, activists, and policymakers around the world, contributing to discussions on social justice, equity, and the role of education in fostering a more just and humane society.

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.

Moving from responsibility learning inaction to ‘responsibility learning-in-action’: A student-educator collective writing on the ‘unnoticed’ in the hidden curriculum at business schools

We are a student–educator writing collective that have come together outside the formal classroom to experiment with ‘writing differently’, imbued with a desire to enact collective resistance against ‘unnoticed’ and intentionally hidden aspects of the business school curriculum that condone, normalize and reproduce social injustice and inequalities. As students and educator located in the Department of Organizational Psychology at a UK-based business school, we see our non-traditional writing and inquiry through collective writing as a form of resistance against hegemonic scientific norms of knowledge production that dominate our discipline. We evoked Freire’s problem-posing education through a collective enactment of ‘responsibility learning-in-action’ by participating in regular ‘writing as resistance’ sessions, where we wrote around our lived experiences of the ‘unnoticed’ and intentionally hidden curriculum and responsibility learning in the same virtual space and time and then read aloud to one another. Our coming together through this practice (re)claims relationality and solidarity in the student–educator relationship, which is in itself a contribution to the topic of the intersections between responsibility learning and the hidden curriculum at business schools.

The Wisdom Imperative: Peace Through Education for a Sustainable World

Unsustainable consumption is a problem of conscience and a societal challenge thwarting a sustainable world. Morally conscious consumption is grounded in wisdom. The paper thus ties wisdom to consumption as a way to help sustain the world. After profiling wisdom as a construct, the discussion turns to conceptualizing both peace (seven types) and peace education (i.e., education about peace, for peace, and peace through education). Special attention is given to peace through education (including problem-posing education) and to wisdom and practical wisdom as avenues to a sustainable world. By experiencing a form of education that helps them learn from their accumulated consumption experiences, people can gain wisdom that can be applied to their marketplace decisions for the good of humanity. Revamping the education system so it leads to wisdom, practical wisdom, and multifaceted peace is a daunting prospect, but it cannot compare to the loss of a sustainable world.

The Wisdom Imperative: Peace Through Education for a Sustainable World

Unsustainable consumption is a problem of conscience and a societal challenge thwarting a sustainable world. Morally conscious consumption is grounded in wisdom. The paper thus ties wisdom to consumption as a way to help sustain the world. After profiling wisdom as a construct, the discussion turns to conceptualizing both peace (seven types) and peace education (i.e., education about peace, for peace, and peace through education). Special attention is given to peace through education (including problem-posing education) and to wisdom and practical wisdom as avenues to a sustainable world. By experiencing a form of education that helps them learn from their accumulated consumption experiences, people can gain wisdom that can be applied to their marketplace decisions for the good of humanity. Revamping the education system so it leads to wisdom, practical wisdom, and multifaceted peace is a daunting prospect, but it cannot compare to the loss of a sustainable world.

Sumbangan Pemikiran Filsafat Pendidikan Paulo Freire Bagi Sistem Pendidikan Tinggi Indonesia

This essay discusses the philosophy of education according to Paulo Freire, specifically methodology in the education process. The main question deals with the contribution of Freire's thought to the education system in Indonesia. Through literature review, the author underlines the concept of education as a process of liberation. Education is no longer regarded as a transfer of knowledge, but a process of change to create social structures that are more just and humane. Freire criticizes the bank-style education model which makes the teacher the subject, while the student as an object like an empty box to be filled. According to Freire, education should be developed as problem-posing education, namely education that aims at posing and discussing actual problems. It can be the main inspiration for the education system in Indonesia. This approach allows students to freely and creatively recognize their abilities and the reality of the problem objectively-contextually and respond appropriately to problems by creating productive and changing-oriented works.

The Practical Application of the Freirean Approach in College English Writing Class in China

Paulo Freire explores and criticizes how education and schooling can be used to oppress social groups in his masterpiece, Pedagogy of the Oppressed. He holds the view that problem-posing education can solve the problem of the unequal status of students and teachers in the classroom in banking education. Students are not forced to instill knowledge but are more proactive in acquiring knowledge. Freirean approach has brought many new inspirations to the reform of English writing class in domestic colleges and universities.

From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms

PurposeCritical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking about social oppression. With the outbreak of the unprecedented COVID-19 pandemic, CDP has got more currency and appropriacy in the current paradigm shift in learning and teaching.Design/methodology/approachThis paper scrutinizes different aspects of CDP including its origins, theoretical underpinnings and its implementation in different contexts. It also critically reviews Freire's (1972) problem-posing education and Morris and Stommel's (2017) model of CDP.FindingsThe article proposes a CDP model based on the previous ones, which includes the core concepts and criteria of CDP and focuses on EFL classrooms.Research limitations/implicationsOne of the limitations of CDP is gaining the learners' approval in creating an environment of co-constructing knowledge moving away from traditional practices. In addition to that, the use of new media in the classroom can be intimidating for students and stakeholders alike. The lack of logistic support in many rural, remote and underdeveloped contexts cannot be ignored eitherPractical implicationsThe paper provides recommendations for future research in CDP.Originality/valueCritical pedagogy (CP) is a teaching approach in which the oppressed are basically focused and teachers and learners construct knowledge together. Recently, with the outbreak of the COVID-19 pandemic, global education had to go online. Consequently, traditional teaching and learning had to undergo a paradigm shift. Along with other changes in traditional teaching and learning practices, there has been a significant change in teaching philosophy. This is how the CDP finds its currency in this emerging unprecedented teaching and learning situation.

The French Play: An Ethnodrama About Applied Theatre for Social Justice Education in Middle School

In this study, I investigate the use of applied theatre with French Immersion Grade 8 students to better understand social justice issues. Through unstructured interviews, four participants were asked to recall their past experiences participating in applied theatre projects as a learning experience and as a process to better understand social justice issues. Participants’ words and feedback were then used to create an ethnodrama script, performed by the participants and me via video conference. Findings are grouped under five categories; Doll’s (2013) 4Rs: Richness, Rigor, Recursion, and Relations and Freire’s (2000) concept of conscientization. Participants in applied theatre reported they had a space to tell authentic stories in their own words, became more self-confident, and work towards being catalysts for change. The purpose of this article is to inform educators of the possibilities in using applied theatre and problem-posing education for social justice education and to share the process of ethnodrama as a methodology in arts-based research.
 Keywords: applied theatre; ethnodrama; problem-posing education; social justice education

PAULO FREIRE’S CRITICAL PEDAGOGY IN EDUCATIONAL TRANSFORMATION

Through critical analysis, the purpose of this article is to reflect critically on some of the key aspects of Paulo Freire's critical pedagogy and its contribution to educational transformation. This study is based on critical interpretation and the concept of some key terms in particular. First, this article gives a glimpse into the background of critical thinking, the theoretical basis of Freire's critical pedagogy, and his life experience. Similarly, Freire's critical thinking on the banking education system, which hinders the development of learner's creative thinking, is discussed. These include the role of oppression and dehumanization of the traditional and banking system of education, dialogue and conscientization, libations and problem-posing education, praxis as the reflection in the situations, the role of political and cultural factors in educational change. Second, based on Freire's critical pedagogy, there is a critical interpretation of the current school system's educational process, Practicing Freedom based Teaching Strategies, curriculum planning, and possible transformation into teacher and learner roles. Therefore, to prepare a citizen inspired by freedom and humanization, it is necessary for learners to have critical pedagogical method that can move forward by establishing a connection between themselves and their environment. This requires collaborative and interactive based policies and teaching. It is hoped that such a study will provide some impetus for the transformation of the existing state of education, and will benefit the qualitative development of education.

The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models

Critical consciousness refers to the ability to analyze and take action against oppressive social forces shaping society. This longitudinal, mixed methods study compared the critical consciousness development of adolescents of color (n = 453) attending two sets of high schools featuring schooling models that represent “opposing” approaches to education. The participating adolescents were 13-15 years old at the start of the study; the majority identified as African American or Latinx; and nearly 80% came from low-SES households. They attended public charter high schools located in five different northeastern cities. Analyses of longitudinal survey data revealed that the adolescents attending these two sets of high schools demonstrated greater rates of growth on different dimensions of critical consciousness over their four years of high school. Qualitative interviews with youth attending these two sets of schools(n = 70) offered evidence of the long-theorized relationship between critical consciousness and problem-posing education, but also that effective practices supporting youth critical consciousness can be found embedded in schools featuring a broader range of pedagogies. These findings offer support for ethnic studies and action civics programming that several state departments of education have recently added to secondary school curricula.

Developing Problem-Posing Education Through Project-Based Learning in an English Writing Course

Developing Problem-Posing Education Through Project-Based Learning in an English Writing Course

Dimensões da abordagem histórica no Ensino de Ciências e de Matemática

A História das Ciências e da Matemática tem sido apontada como uma das possíveis abordagens para o ensino e muitos têm sido os âmbitos destas discussões. Neste artigo, apresentamos uma proposta teórica acerca dessa interface que remete a três possíveis dimensões: a epistemológica, que é fundamentada nos debates acerca da natureza da Ciência; a sociocultural, que tem como foco as conexões entre história cultural das Ciências, sociologia das ausências e educação problematizadora; e a da práxis, que se baseia na proposta freiriana de temas geradores. Debatemos cada uma destas dimensões compreendendo a abordagem histórica com um enfoque interdisciplinar nas aulas de Ciências e de Matemática como forma de tornar os conteúdos compreensíveis e significativos para os estudantes.

Paulo Freirean Ideas at the Grassroots: From Problem Posing Education to Critical Consciousness

This article aims to reflectively analyse the personal and organisational trajectory of a grassroots activist—researcher in translating abstract praxis-related theoretical ideas to practise through a two-way process of learning. It critically discuses an evolving process of collective actions and associated reflections that progressively brought clarity on the theoretical aspects of the Freirean concepts. The process of the application and usefulness of the problem posing education, conscientisation and critical consciousness in transforming the lives of women and communities is reflectively narrated. The author argues that Freire’s transformative conceptualisations not only have the impact on the ‘oppressed’, but also on the ‘privileged’ who chose to work with them. Despite some limitations, the author, as a community practitioner/activist, finds Freire’s ideas as a gift in the political purpose and politics of her work. These reflections will be of use to community practitioners and members working in similar contexts.

Virtual Photovoice: Methodological Lessons and Cautions

Photovoice is a type of participatory inquiry, which is a methodological and onto-epistemological stance that seeks to emancipate marginalized individuals, confront inequity, and work for social transformation. Photovoice incorporates Paulo Freire’s problem-posing education, documentary photography techniques, and feminist thought as an approach for community members to identify shared concerns and construct collective knowledge. It also seeks to challenge unequal power relations by disrupting hegemonic structures in the production of knowledge and policy, as photographs and accompanying descriptions can communicate powerfully about community needs and demands for change. University-based researchers or practitioners facilitate this communication by bringing community perspectives to the attention of government officials and others in positions of power. In this paper, we describe how we adapted this approach for virtual use during the early months of the COVID-19 pandemic. We offer examples of two projects that engaged photovoice in virtual spaces: Courageous Conversations, a youth participatory action research project which Meagan conducts with youth in the United States, and Melissa’s dissertation, conducted with Syrian students who are refugees enrolled in higher education in Turkey. Through these examples we draw out methodological lessons learned as well as challenges of conducting photovoice in virtual spaces. We conclude that whether researchers and practitioners use photovoice as a method in virtual or face-to-face settings, we must remember the emancipatory goals of participatory inquiry, always relying upon and anchoring our methodological decisions in the ontologies and epistemologies of genuine participation that undergird photovoice.

Evaluation of the Practical Implications of the ESL Curriculum at Intermediate Level

Curriculum is the basic tool used in the pedagogical process. Every education system fails if it is not developed to meet the needs of those for whom it is designed. In this research, it has been observed that the existing National Curriculum for the English Language (2006) is not fulfilling the language-based needs of the Pakistani learners. The intermediate level is the terminal level for students to discontinue education and get a job or continue learning in various advanced fields. The existing theoretical curriculum is different in terms of the practical application of English in a real-life situation. Paulo Freire’s theory of problem-posing education supports the present study. Data was collected through teacher and student questionnaires filled by intermediate students of both the public and private sectors and for the analysis of collected data CIPP model of Stufflebeam was used. For computational analysis, MS Excel was used. The results showed that learners’ creative writing skills and verbal skills are not improving satisfactorily and a gap was also found in teaching methodologies that are being currently used for teaching English. The present study is beneficial for providing the ground realities and practical needs of teachers and students in teaching and learning process. It would be helpful also for the stakeholders while designing the curriculum and syllabus.

When Education Becomes an Empowering Act: Learning Fallacies Analysis

In this paper the author argues that education in the Moroccan context, either in high schools or in universities, is rarely used to empower students by arming them with the basic critical-thinking skills to cope with the challenges of the modern world. Many researchers and teachers complain that schools are becoming like exam factories and that the prevailing model of education in schools, especially in the developing world, is banking education. In banking education, the teacher is a bank of knowledge and their role consists in filling their studentsi¯ heads with information. Students are rarely given the chance to question the input they receive from their teacher. Thus, in this paper the author calls for an alternative mode of education. This mode of education is problem-posing education [1]. By problem-posing education the author means education which makes students think critically about the knowledge and the discourses they receive from school and from society as a whole [1]. As Freire [1] suggests, problem-posing education is an alternative to the banking model of education; it is an empowering education which can lead students to acquire critical consciousness. In this paper, the author will depict how problem-posing education can be carried out through teaching Argumentation Theory, especially the teaching of fallacies analysis. In a study conducted in a Moroccan university, 25 students in an English master's class were given a course of critical reading which lasted for one semester. A pre- and a post-test were conducted before and after the intervention took place. Results suggest that students' critical-thinking abilities have developed at two levels. The first level is students' ability to detect fallacies in discourses and the second level is students' acquisition of a new meta-language to describe the argumentative structure of discourses.