Using collaborative strategies to implement critical pedagogy in an HE lecture-room

Transcription

1 Initiating the debate Using collaborative strategies to implement critical pedagogy in an HE lecture-room A. Pillay School of Education, Edgewood Campus University of KwaZulu-Natal Pinetown, South Africa Abstract In this article, the author focuses on a study that used co-operative, experiential teaching and learning strategies to implement critical pedagogy in English Education lecture-rooms at a higher education (HE) institution. Using observations, interviews, focus-groups and student evaluations, the author determined the extent to which new knowledge could be produced through active engagement. She found that, firstly, an enabling lecture-room environment that respects and values students contributions was essential to establish non-threatening ways for students to engage with each other, the lecturer and the issues being considered. Secondly, students recognised the importance of dialogue, co-learning and inclusion and could challenge opinions and reflect on their own beliefs and attitudes. Thirdly, they appeared to have agency and voice and yet interacted with respect for and consideration of others. Finally, the findings revealed that, by the end of the study, students were able to identify the benefits and difficulties of employing collaborative strategies to implement critical pedagogy. Keywords: collaborative strategies, critical pedagogy, agency, voice INTRODUCTION This article focuses on a two-year study that used co-operative, experiential teaching and learning strategies to engage and challenge students in English Education lecture-rooms at a higher education institution (HEI). Student teachers, who served as participants and co-researchers, engaged actively with a system of interventions within six participatory action research (PAR) cycles using literary texts as catalysts for implementing change. The aim of the study was to ascertain how critical pedagogy may be implemented in lecture-rooms to enable critical thinking and reasoning and enquiry-based learning, and to serve as examples of effective pedagogical practices. The article reflects on how critical pedagogy was engaged with thorough collaborative, experiential teaching and learning strategies. The article considers the following aspects: the theoretical framework; the study; the findings; the theoretical implications; and the conclusion. Unisa Press ISSN SAJHE 28(1)2014 pp 1 9

2 A. Pillay THE THEORETICAL FRAMEWORK The overarching theory informing the lectures and the study was critical pedagogy. Critical pedagogy is a set of diverse principles founded on the possibility of transformation, and has a critical nature and liberating function. This theory posits that education should be understood in its socio-historical and political context, and should commit itself to transformation towards justice, equality, democracy and freedom (Biesta and Tedder 2007; Giroux 1983; Giroux 2009). The study advocated an empowerment and transformation agenda using literary texts and critical pedagogy to develop and empower student teachers of literature to use literary texts as a means to confront the challenges of the realities of South Africa s education system, It was also intended for student teachers to recognise the effects of the historical, economic, social and political contexts on the environments in which they lived, studied and would work. In other words, using the core principles of critical pedagogy and working with literary texts as catalysts, the participants in the study committed themselves to transformation towards justice, equality, democracy and freedom. While the lectures were underpinned by critical pedagogy principles in general, they also worked with hooks (1994, ) idea of engaged pedagogy. Engaged pedagogy argues for a progressive, holistic education that entails the lecturer sharing in the participants intellectual, social and emotional growth. hooks (1994) urges lecturers to provide non-threatening, non-discriminatory conditions where learning can be most effective, and to teach in a manner that responds to the needs of a particular group of students; that respects and cares for students; and that emphasises their well-being. Lecturers thus have to be actively involved, committed and authentic, and need to use both action and reflection in the preparation and execution of their lectures. THE STUDY The study worked with the same group of students in their lecture-rooms over six participatory action research (PAR) cycles over two years. Before the first cycle, baseline information was collected so as to inform the rest of the study. In PAR, knowing how research-participants respond or perform before the beginning of the study provides a foundation for comparing study results. Once baseline information was collected and analysed, lectures were designed to achieve the aims of the study. Each lecture was placed within a framework that allowed for flexibility and adaptation. The framework was divided into three parts, namely: working with the literary text; engaging in activities that emerged from the text; and critically reflecting on issues in the text and on activities used to engage with the text. In the main, each lecture began with either a question or a problem as well as several possible solutions being posed to students. The question or problem helped to reveal what students were thinking and the lecturer then explored and built on the suggestions that emerged from the discussion. Within the lecture, specific issues that 2

3 Using collaborative strategies to implement critical pedagogy in an HE lecture-room emerged from the text, such as race, class, gender, and identity, among others, were discussed as a class. Then students worked in pairs or as a group to answer, either in writing or orally, a provocative question or respond to a provocative statement, and then shared their answers with the class. Throughout the lecture, students views were challenged, issues were open to debate, and students were encouraged to interrupt the lecturer and ask questions. When students asked questions, I often repeated or paraphrased the questions to enable second language speakers of English to fully understand, and then requested answers from students. Throughout the lecture, I asked questions. Initially, the questions were convergent and then moved to divergent or open-ended questions which usually had more than one answer. The lectures involved interactive group questioning, in parts, to involve as many students as possible. Time was also allocated at the end of the lecture for students questions. Various activities were used in the lecture including writing tasks where I stopped the lecture to ask students to write for one or two minutes in response to a question and then discuss their answers with the group. Research by Ruhl, Hughes and Schloss (1987) found that students learnt more information if the lecturer allowed them to consolidate their notes by pausing three times for two minutes each during a lecture, and I attempted to do this during lectures. Other writing activities included multiplechoice questions, quizzes, filling in tables, true-false questions, writing paragraphs, and filling in the blanks. Activities other than writing activities included role-plays, scenarios and other drama strategies, debates, problem-solving activities, and reading aloud, among others. When music, digital versatile disks (DVDs), pictures, and film clips were used in the lecture, the focus moved to students aural and visual senses. Activities where students were actively involved made the learning process more enabling for speakers whose home language was not English. Students also worked with newspaper articles, academic articles, interviews and critiques. When working with an article which students were to have read before the lecture, I asked questions and alluded to issues from the article from time to time so that students realised that it was worth their while doing the reading without my being overly prescriptive. At various times, language issues were pointed out incidentally with particular emphasis on the role of language as it constructed realities and social categories, and highlighted or suppressed agency, among many other functions. Generally, the lecture format used various activities, and I aimed to include elements of speaking, listening, reading and writing in each lecture, In addition, all pedagogical tools were unpacked as they were used so that students knew how to transfer the tools to their classrooms. The activities in the lecture room were mediated through modelling by the lecturer; experiential learning where various strategies were actively experienced by the students; and explicit teaching where strategies and issues were considered and appraised. Overall, I aimed to make the educational experiences enjoyable, relaxed and varied in order to keep students attentive and 3

4 A. Pillay involved. I also used encouragement and praise to motivate students, and created a safe environment where students felt free and empowered to give of their best. FINDINGS At the end of each cycle, information was collected using at least three of the following strategies: observations, interviews, focus groups, written work, drawings and student evaluations, and all data was then analysed qualitatively. The discussion that follows considers just some of the findings relevant to the current article. The data demonstrated that students needed to feel a sense of trust and respect in the lecture-room before they engaged in interactive, co-operative teaching and learning. The students understood, as well, that such an environment needs to be created in their own classrooms for optimum teaching and learning. The data revealed that if the students believe that they are learning skills that will prove valuable to them, they will accept the challenges of the learning experience. Even if the students are initially wary of interactive, cooperative, experiential teaching and learning strategies, they will embrace the strategies when they understand that they will be used in an environment of trust. Thus, the findings indicated that an enabling, non-threatening, comfortable environment supports the use of cooperative, experiential strategies. To engage the students, I needed to scaffold their understanding. I found that I had to take the students prior knowledge and histories into account before teaching. Similarly, a teacher has to build on the knowledge and capital that is present in a classroom to enable learners insights into and knowledge of a subject. A teacher has to awaken prior knowledge before assuming understanding and has to work with texts by first considering learners contexts and histories. Another important finding emerged from the students indicating their insecurities about preparations for lessons. The significant decision taken by the students to empower themselves by accessing resources, developing research skills and leading the lectures proved successful. The students assumed agency, determined their course of progress and appeared more confident to take charge. Thus, student teachers proficiencies need to be developed and affirmed to produce teachers who are not just engaging, but self-assured as well. When students are enabled to assume agency for their own learning, they work independently and are able to suggest how to make learning more efficient. The participants in the study could identify that efficient teaching and learning entailed being well-prepared and empowered to engage in critical reflection, which, in turn, enabled teachers to fulfil their roles and functions. By the end of the study, they could also identify cooperative, experiential strategies and explain why they would work, and could describe an effective nurturing learning environment and the dispositions teachers need to become teachers who aim for transformation. As the cycles unfolded, the students became more confident and comfortable working co-operatively with others, and seemed secure in challenging opinions 4

5 Using collaborative strategies to implement critical pedagogy in an HE lecture-room and reflecting on their own beliefs and attitudes. The findings indicated that if the students views are respected, they will work in a manner characterised by honesty, assertiveness and support. The students appeared to have agency and voice and yet they interacted with respect and consideration for others. Thus, the study indicated that students understand that having agency and voice does not mean that others cannot have agency and voice as well. The participants in the study needed to understand and experience using texts as catalysts to effect transformation. Through the six cycles, the students focussed on many issues, such as race, class, gender, patriarchy, tolerance, resilience, kindness and identity, among others, that emerged from the texts. They also considered how they would deal with the issues in their classrooms in an attempt to create awareness and develop learners academically and socially. In addition, they aimed to determine the potential of literary texts to engage with issues of power, control and oppression, and use literary texts to enable agency, voice and democratic participation in learners. Very early in the research process (in cycle one), it emerged that the students could not and did not articulate perceptions of racial tensions within the group. When the finding was brought to their attention, some students revealed that they felt disrespected and ignored by their peers. However, there was an overwhelming feeling of not wanting to engage with perceived racial tensions. Sensing the students resistance to confront racial and other forms of oppression, I alerted the students to the irony of dealing with issues of race, class, gender and identity in literary texts but being unable and unwilling to confront their own practices and behaviours. After extensive deliberations on practices, the students understood that their conduct needed to reflect an emancipatory, empowering agenda. In addition, the students were asked to contemplate how their actions could be repeated in their classrooms, thus sustaining oppressive practices. It was significant that the students indicated a need to unlearn behaviours and constantly reflect on how they behave and make choices. Thus, the data revealed that unless forms of oppression are confronted, they can be perpetuated. Besides, engaging with social justice issues of race, class, gender and identity in literary or other texts cannot be divorced from the way teachers live their lives. If a teacher is inherently racist or homophobic, for example, it is difficult to imagine how the teacher will engage with issues of race or sexuality without imposing his/her oppressive ideology. The study also found that contradictions emerged in how the students judged characters and events in literary texts and how they lived their lives. Thus, for example, they could judge a character negatively for his/her choices, but would display similar behaviour in their own lives. Further, they could articulate the need to challenge stereotypes and biases, but would resort to stereotyping people themselves. In addition, they understood that although corporal punishment was illegal, yet it was passed off as accepted behaviour. Thus, the inconsistencies had to be highlighted, discussed and evaluated. On being made aware of the contradictions, the students had to choose what they wanted to do to address the inconsistencies. They were asked to reflect carefully on 5

6 A. Pillay their ideological and philosophical frames of reference in order to determine how to act and what kind of teachers they wanted to become. The study found that active engagement involving making choices, posing questions and reflecting on decisions enables the students development and empowerment. The students understood that critical reflection is also essential for teachers who need to evaluate their actions and thought-processes in and out of the classroom. As a participant in the PAR process, I was aware of myself modelling strategies. I was aware that while I was the participants lecturer, curriculum designer and assessor, I was also a participant in the study and had to mediate the two roles mindfully. At the same time, the students were reflecting on how I was teaching and engaging with them. While the principles of critical pedagogy, change and PAR were being interrogated and evaluated, I was being evaluated on how I lived the principles. Thus, my words and actions were being judged and I needed to engage with the students in ways that they could possibly draw on in their own classrooms. The students consequently realised that being a teacher has several responsibilities, including those of being prepared and respecting learners and their opinions, among others. THEORETICAL IMPLICATIONS The study advocated an empowerment and transformation agenda using literary texts and critical pedagogy to achieve its aims. The aims of the study were to develop and empower student teachers of literature to use literary texts as a means to confront the challenges of the realities of South Africa s education system. It was also intended for student teachers to recognise the effects of the historical, economic, social and political contexts on the environments in which they lived, studied and would work. Using the core principles of critical pedagogy and working with literary texts as catalysts, the participants in the study committed themselves to transformation towards justice, equality, democracy and freedom. In hindsight, participants and I ought to have embraced the idea that justice, equality, democracy and freedom may be the starting points, rather than the end goal of the study and that the insights from which knowledge is created could have been found communally in the participatory nature of the study (Ranciere 1991). There were several theoretical implications of the study. Firstly, the study revealed the importance of creating a humanising pedagogy that respects, uses and builds on the participants cultural capital within the teaching and learning context (Bartolome 2009) and the need to recognise whose capital is affirmed and valued and whose is ignored (Bourdieu and Passeron 1997). Besides acknowledging and respecting the cultural capital in a teaching and learning environment, I recognised the value of affirming the historical, social, economic and political contexts that shape the participants lives (Giroux 2009). However, on reflection after the study, I realised that the contexts that shaped my life and the capital with which I entered the research process were rarely articulated within the study (and participants did not ask me for 6

7 Using collaborative strategies to implement critical pedagogy in an HE lecture-room it) and that omission on my part might be a limitation of the study. The second theoretical implication was the participants recognition of the importance of using an engaged pedagogy (hooks 1994) to provide a supportive, non-threatening, co-operative environment that enables empowerment and transformation. However, on contemplating the study, I realised that the elements of provocation and discomfort were integral to thinking and reflecting during the collaborative activities and there was a need to disrupt participants encounters with issues. Nevertheless, the provocation and discomfort occurred in supportive environments of trust. The importance of active engagement and dialogue to facilitate empowerment and transformation (Freire 1999; Giroux 2009) was the third theoretical implication. While active engagement and dialogue initially appeared to prove unfamiliar to the participants understanding of lectures, I believed that I had to enable them to learn how to ask questions and challenge assumptions (Cochran-Smith 1991). Thus, I provided opportunities for the participants to experience and develop agency, voice and democratic participation in constructing meaning together (Freire 1970) and to recognise the possibilities for change (Giroux 1983). However, early in the study, participants took on active agency for their intellectual emancipation (Ranciere 1991) and became progressively less reliant on me. An unanticipated by-product of the research was participants awareness that some lecturers resisted certain questions and challenges and participants had to learn to negotiate different student voices with different lecturers. The fourth theoretical implication was the value of regular critical reflection that evaluates actions and beliefs. It is believed that the participants and my own use of critical reflection provided some idea of what it means to be a transformative intellectual (Giroux 1988). While the study enabled discussions and evaluations of the principles of critical pedagogy, a further strength of the study was the participants ability to move beyond talking about critical pedagogy. When they learned how to employ the principles of critical pedagogy in their social and professional relationships, they were able to understand the contradictions and confusions in their own lives, and had to learn that they needed to make choices about how to act. Of importance was their recognition of the significance of having a strong philosophical and ideological underpinning to their social relationships, professional practices and conceptions of knowledge (Ladson-Billings 2009) and, by the end of the study, were able to recognise the skills and dispositions that characterised agents of change in the classroom. The study was able to demonstrate that grappling with issues of agency, voice and democratic participation is in itself educational, liberating and transformative. The fifth implication of using critical pedagogy was the participants recognition that teacher education programmes have a significant and critical role to play in the transformation of schools. The findings indicated that teacher education programmes should be designed to challenge student teachers to develop and advance democratic ideals and consequently enable student teachers to enter schools with an understanding 7

8 A. Pillay of how to advance an empowerment and transformation agenda. Thus, student teachers need to know how to disrupt oppressive, discriminatory classroom practices, as well as how to examine and confront prejudices of their own and of others in their teaching (and other) environments (Ladson-Billings 1999; Lane, Lacefield-Parachini and Isken 2003). By failing to engage with issues central to critical pedagogy, teacher education programmes could replicate deficiencies embedded in the system. While participants left the study to work in school classrooms, I remained in a teacher education programme and had to contemplate how to advance an empowerment and transformation agenda within and beyond my lecture-rooms. The sixth important theoretical implication of the study was the participants ability to identify possible limitations to employing a critical pedagogy approach. They interrogated the power relations intrinsic in teaching and learning contexts; understood that teachers and learners share unequal power relationships; and were able to recognise how they could contribute to forms of oppression that may arise in their classrooms. The possibility of persons in power imposing values on those less powerful led to their decision to use the South African national constitution to guide their practices. The constitution also helped them to reflect critically on the ideological and philosophical foundations that define ideas of being teachers and of teaching. Participants, therefore, indicated that they had developed the capacity to find solutions to such challenges. Ultimately, critical pedagogy framed the research, but did not confine the parameters of the research process, as is recommended by critical pedagogy theorists such as Freire (1999). While critical pedagogy has been criticised by some researchers for failing to address issues of patriarchy (Ellsworth 1989; Gore 1993) and racism (Darder, Baltodarno and Torres 2009), the study made the two issues central to the analysis of the selected literary texts and appeared successful in engaging with and confronting both patriarchy and racism. Further, while some researchers have accused critical pedagogy of fostering individualism over communal concerns (Bowers 1987; Gur-Ze en 1998), the study worked with a community of student teachers who used literary texts to embrace the possibilities for change within their communities of learners. Thus, while the underlying principles of critical pedagogy informed the study, the participants interrogated concepts and used those concepts that resonated with the study and discarded others. They also made decisions and grappled with the theory as different situations arose. CONCLUSION Ultimately, the study demonstrated that co-operative, experiential teaching and learning strategies in a higher education lecture-room articulated seamlessly with a critical pedagogy framework; while together they proved successful in enabling critical thinking and reasoning, and enquiry-based learning and in serving as examples of effective pedagogical practices. 8

9 Using collaborative strategies to implement critical pedagogy in an HE lecture-room REFERENCES Bartolome, L Beyond the methods fetish: Towards a humanising pedagogy. In The critical pedagogy reader, ed. A. Darder, M. P. Baltodano and R. D. Torres, New York: Routledge. Biesta, G. J. J. and M. Tedder Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults 39: Bourdieu, P. and J. Passeron Reproduction in education, society and culture. London: Sage. Bowers, C. A Elements of a post-liberal theory of education. New York: Teachers College Press. Cochran-Smith, M Learning to teach against the grain. Harvard Educational Review. 51(3): Darder, A., M. P. Baltodano and R. D. Torres, eds The critical pedagogy reader. 2nd ed. New York: Routledge. Ellsworth, E Why doesn t this feel empowering? Working through the repressive myths of Critical Pedagogy. Harvard Educational Review 59(3): Freire, P Pedagogy of the oppressed. New York: Seabury Pedagogy of hope. New York: Continuum. Giroux, H. A Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey Teachers as intellectuals: Towards a critical pedagogy of learning. Granby, MA: Bergin & Garvey.. A Teacher education and democratic schooling. In The critical pedagogy reader, eds. A. Darder, M. P. Baltodano and R. D. Torres, New York: Routledge. Gore, J The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge. Gur-Ze ev, I Toward a nonrepressive critical pedagogy. Educational Theory 48(4): hooks, B Teaching to transgress: Education as the practice of freedom. New York: Routledge. Ladson-Billings, G Preparing teachers for diverse student populations: A critical race theory perspective. In Review of research in education, eds. A. Iran-Nejad and P. D. Pearson, Washington, DC: American Educational Research Association Fighting for our lives: Preparing teachers to teach African American students. In The critical pedagogy reader, eds. A. Darder, M. P. Baltodano and R. D. Torres, New York: Routledge. Lane, S., N. Lacefield-Parachini and J. Isken Developing novice teachers as change agents: Student teacher placements against the grain. Teacher Education Quarterly: Ranciere, J The ignorant schoolmaster: Five lessons in intellectual emancipation. Translated by K. Ross. Redwood City, CA: Stanford University Press. Ruhl, K. L., C. A. Hughes and P. J. Schloss Using the pause procedure to enhance lecture recall. Teacher Education and Special Education 10: