DEAF 406 Lecture Notes - Lecture 8: Internalized Oppression, Henry Giroux, Frankfurt School
Wednesday, October 25, 2017
Roots of Critical Pedagogy
Critical Pedagogy used in Deaf Education, Part 1
- Terms
o Equity vs. Equality
o Justice
o Coercive vs. Collaboration
o Recife
o “Culture of Silence”
o Codification
o Critical Literacy
o Hearing Impaired
o Disabling Pedagogy
- Critical Pedagogy
o “…seeks to take action to improve teaching and learning in schools and in life”
(Wink, 2011, p. 47)
o Looks “at the fundamental issues of power and its relationship to the greater
societal forces that affect schools” (p. 55)
o “…is a way of thinking about, negotiating, and transforming the relationship
among classroom teaching, the production of knowledge, the institutional
structures of the schools…” (p. 50)
Historical Roots of Critical Pedagogy
- Henry Giroux (1983) “Theory and Resistance”
- Frankfurt School of Critical Theory (1923) – Critical Theory = Humanization
- The Famous Paulo Freire 1921-1997
o History
▪ 1946 – Director
▪ 1947 – Sugar Cane Worker
▪ 1962 – Cultural Circle
▪ 1964 – University Professor
o Freire developed “culture circles” to provide adult literacy education with the
combination of lessons in self reflections, cultural identity, and political agency
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Critical pedagogy used in deaf education, part 1. Collaboration: recife, culture of silence , codification, critical literacy, hearing impaired, disabling pedagogy. Frankfurt school of critical theory (1923) critical theory = humanization. Subject/object: freire explained that, there is no possibility for teaching without learning. As well as, there is not possibility for learning without teaching (as cited by wink, Freire had the belief that to teach and learn critically, educators, educates, and others need: to name, to reflect critically, to act. Freire defends the rights of the kids or of the adults to learn the dominant pattern. It is necessary to explain, to make clear to the kids or the adults that their way of speaking is as beautiful as our way of speaking. Second, that they have the right to speak like this. Third, nevertheless, they need to learn the so-called dominant syntax for different reasons.
