EDST1108 Lecture Notes - Lecture 12: Bell Hooks
9 Jun 2018
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Department
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Professor
12. 21/05/18 Reflecting on your location and your relationships
• Knowing, being, and doing
Walking the talk
• Intertwining of personal beliefs about social justice and teaching practices
• Teachers sometimes find it difficult to explain how their principles of social
justice can be translated into their teaching practice
• Praxis - actively drawing on theory to inform practice
• Critical pedagogical approach
• Taking risks and learning from mistakes are crucial
• A reluctance to continually reflect and attempt ro improve practices
can be actively harmful
• Engaged pedagogy - bell hooks
• Cooperative, critical and transformative education
• Commitment to radical openness, the willingness to explore different
perspectives, enable to perspective of having multiple perspectives in
the classroom and once, and not classing them into hierarchies, or if
this must be done, explaining and exploring the ways in which we do
this
Different outcomes require doing things differently
• A critical approach is not just criticism / criticising - it’s not enough to just say
something is wrong, but you must envision ways in which it may / should
change
Be part of the change
• This idea (Indigenous perspectives in education) is not only for Indigenous
students - it’s also for other students, for widening worldviews and instigating
/ developing understanding, value and respect
The rudimentary model
The individual orientation model
Levels of reflection
• Descriptive writing - eg. “I was surprised by the response”
• Descriptive reflection
• Dialogic reflection
Moral reflection
• Important to consider the depth and focus of our reflections
ASSESSMENT
• Task 2 brief
• Example subheadings: Introduction (cover teaching discipline, introduce all of
your points, make clear what you will go on to talk about, connect it to 2.4 and
the cross curriculum priorities), summary (synthesised, concise), practical
grounds for use, social justice grounds
• You can use dot points as long as they are expanded upon in the spoken
component -
• In past years - explicitly use syllabus (you’re not asked to do that this year,
i.e. it is not actively required, but you CAN if you want to / it may help) - now
the focus is on the cross-curriculum priorities
• Use academic literature of critically analyse and reflect upon the challenged
and opportunities of including this movie as part of your planning, and then
using, this resuorce in the classroom?
• Written component - research, literature, evidence
• Oral - translate information, transfer information - in a way that you
can communicate with peers, teachers, others
• Connectino between written and oral - differnet audience - one is
academic, one is professional teachers
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