Crookes (2013) defines critical language pedagogy as the interaction between the theories and practices of language teaching to foster learning, development and action in students towards improving the problematic aspects of their lives. He goes on to explain that, critical pedagogy itself is about teaching for social justice in a way that can support the development of active and engaged citizens. Throughout these initial chapters we are encouraged to reflect on the role of teachers and students in the classroom and how each can, and should, contribute to the content of study and the interactions that take place. How can we as instructors create a sense of community? In order to do so, we as individuals must be able to identify and articulate our personal values and how these can and likely do shape our interactions in the classroom.
This left me reflecting on my own values and principles and how those have shaped my work. I realized quickly why I found myself nodding along as I read these first chapters! My own beliefs and values resonate very closely with what Crookes (2013) is proposing. The work that I currently do focuses on addressing the needs of marginalized and vulnerable groups and individuals by creating space for their voices and empowering them through different mediums and practices to access their rights and improve their communities as well as their own lives. In doing this work I constantly think about my own role, what it means, and how to ensure that it is supportive and constructive (as opposed to intrusive, harmful and destructive). I see myself in this role, not as a neutral actor but as an impartial one -- I am not taking sides, nor am I telling those I work with what to think. What I am doing however is creating a space and sharing tools, with the goal of enabling participants to think critically about what is happening around them and how they want to approach or change the situations they are facing. My hope in these settings is always that we will create an agenda together, that what is shared or taught in these settings is guided by the needs and requests of those participating, yet just as it is for teachers, this is a delicate balance (note my cartoon above!). As we begin there is some scaffolding I may need to provide to create a comfortable space, to build motivation and to guide participants. Then, as they feel comfortable in the space and as motivation and feelings of empowerment build, adjust the process to enable everyone to contribute to the creation of materials and curriculum. Thus, I agree wholeheartedly with Crookes (2013) that my role as an educator in any platform is to create and facilitate a safe and inclusive learning environment for participants.
As we make our way through the book I hope to learn from others' practices and find ways in which I can better my own.
Crookes, G.V. (2013). Critical ELT in action: foundations, promises, praxis. Ch. 1-3.
This left me reflecting on my own values and principles and how those have shaped my work. I realized quickly why I found myself nodding along as I read these first chapters! My own beliefs and values resonate very closely with what Crookes (2013) is proposing. The work that I currently do focuses on addressing the needs of marginalized and vulnerable groups and individuals by creating space for their voices and empowering them through different mediums and practices to access their rights and improve their communities as well as their own lives. In doing this work I constantly think about my own role, what it means, and how to ensure that it is supportive and constructive (as opposed to intrusive, harmful and destructive). I see myself in this role, not as a neutral actor but as an impartial one -- I am not taking sides, nor am I telling those I work with what to think. What I am doing however is creating a space and sharing tools, with the goal of enabling participants to think critically about what is happening around them and how they want to approach or change the situations they are facing. My hope in these settings is always that we will create an agenda together, that what is shared or taught in these settings is guided by the needs and requests of those participating, yet just as it is for teachers, this is a delicate balance (note my cartoon above!). As we begin there is some scaffolding I may need to provide to create a comfortable space, to build motivation and to guide participants. Then, as they feel comfortable in the space and as motivation and feelings of empowerment build, adjust the process to enable everyone to contribute to the creation of materials and curriculum. Thus, I agree wholeheartedly with Crookes (2013) that my role as an educator in any platform is to create and facilitate a safe and inclusive learning environment for participants.
As we make our way through the book I hope to learn from others' practices and find ways in which I can better my own.
Crookes, G.V. (2013). Critical ELT in action: foundations, promises, praxis. Ch. 1-3.