Moving Away From the “Chalk and Board”: Lessons From a Critical Pedagogical Standpoint

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Author(s): Talia Randa Esnard (The University of the West Indies – St. Augustine Campus, Trinidad and Tobago)and Linda Lila Mohammed (University of Trinidad and Tobago, Trinidad and Tobago)
Copyright: 2019
Pages: 21
Source title: Handbook of Research on Critical Thinking and Teacher Education Pedagogy
Source Author(s)/Editor(s): Sandra P.A. Robinson (The University of the West Indies – Cave Hill Campus, Barbados)and Verna Knight (The University of the West Indies – Cave Hill Campus, Barbados)
DOI: 10.4018/978-1-5225-7829-1.ch003

Keywords: Education / Information Science Reference / Instructional Design / Teacher Education

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Abstract

Freire contended that teachers' knowledge sets are incomplete without the critical engagement and dialogic exchange with students. Such non-hierarchical and collaborative arrangements are perceived to be at the crux of transformative praxis. As a way of testing the possibilities around this pedagogical alternative, this project encouraged teachers to creatively explore critical pedagogical approaches (CPA) in the classroom and the extent to which this enhanced the engagement of students, and, ultimately, their ability to critically apply their understanding of existing knowledge frames to the formation and presentation of new forms of knowledge. Written observations and self-reflections point to the salience of systemic constraints that were rooted in the structural and cultural facets of the school system, and the effect of these both on teachers' adoption of a bimodal model of instruction, and, on their partial success in this endeavor. Implications for theory and practices are herein discussed.

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Moving Away From the “Chalk and Board”: Lessons From a Critical Pedagogical Standpoint

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