Скачать или смотреть Comparing banking with problem posing approaches to education |

🎧 More episodes https://jaredoleary.com/csk8

🐱 Scratch projects + tips https://JaredOLeary.com/scratch

🖥️ PC specs and gear I use https://jaredoleary.com/gear

🎮 Gaming playlists http://jaredoleary.com/game

🥁 Drumming playlists http://jaredoleary.com/drum

📅 Stream schedule https://jaredoleary.com/schedule

👕 Merch https://jaredoleary.com/merch

👪 Socials (in the menu) https://jaredoleary.com

━━━━━━━━━━━━━ Listen to the full episode:    • 52: Pedagogy of the Oppressed: Chapter 2 |...  

🎧 More episodes: https://jaredoleary.com/csk8

🐱 Scratch projects + tips http://JaredOLeary.com/scratch

This episode is episode two of a miniseries that unpacks Paulo Freire’s (1970) book “Pedagogy of the Oppressed.” This particular episode unpacks chapter 2, which discusses the “banking” approach to education that assumes students are repositories of information, and then proposes a liberatory approach to education that focuses on posing problems that students and teachers collaboratively solve.

Listen to each chapter:
Chapter 1:    • 50: Pedagogy of the Oppressed: Chapter 1 |...  
Chapter 2:    • 52: Pedagogy of the Oppressed: Chapter 2 |...  
Chapter 3:    • 54: Pedagogy of the Oppressed: Chapter 3 |...  
Chapter 4:    • 56: Pedagogy of the Oppressed: Chapter 4 |...  

Chapter
Freire, P. (2000). Chapter 2. In Pedagogy of the Oppressed: 30th Anniversary Edition (Kindle, pp. 65–80). New York: Bloomsbury Academic.

Short Summary Of The Book
"This book will present some aspects of what the writer has termed the pedagogy of the oppressed, a pedagogy which must be forged with, not for, the oppressed (whether individuals or peoples) in the incessant struggle to regain their humanity. This pedagogy makes oppression and its causes objects of reflection by the oppressed, and from that reflection will come their necessary engagement in the struggle for their liberation. And in the struggle this pedagogy will be made and remade." (pp. 43-44).

Some Of My Lingering Questions/Thoughts
I disagree with Freire's assertions that all teaching is positioning students as passive recipients.

For example, statements such as "the teacher knows everything and the students know nothing" and "the teacher thinks and the students are thought about" (p. 67) are broad statements without evidence to support the claims.

In what ways do CS educators unintentionally fluctuate between a banking approach and a liberatory approach to CS education?

So how can we as a profession focus more on liberatory practices?

When is Freire's book and my podcast episodes on each chapter a form of banking and when is it a form of liberation through critical thinking?
━━━━━━━━━━━━━

Each episode of the #CSK8 Podcast explores research, experiences, or perspectives on computer science education through interviews with computer science educators, scholars, and administrators, as well as episodes that summarize and unpack implications of research for classroom teachers who are interested in learning more about practical applications of research in their classroom.

#cseducation #computerscience #computerscienceducation #JaredOLeary #CSedWeek #CS4All #CSforALL #computersciencePD #elementaryCS

━━━━━━━━━━━━━

🎤 Gear + software I use https://jaredoleary.com/gear

👕 Merch https://jaredoleary.com/merch

👪 Socials (in the menu) https://jaredoleary.com