EDCI 5070 Critical Pedagogy In Classrooms

EDCI 5070 Critical Pedagogy In Classrooms Erika Bahler

Canastrari and Marlowe (2010) maintain that our current educational crisis results from the “developing trend towards the disempowerment of teachers” (p.198). Canastrari and Marlowe (2010) call this a pedagogy of management. If a teacher’s job is just to manage the classroom and implement the curriculum, this implies that they do not think, encourage, adjust, engage or assess. Perhaps this is a trend in education, but it has not been my experience and is not exclusive. While I understand Canastrari and Marlowe’s concern, there is certainly room for interpretation and variation in the implementation of a curriculum. According to the authors however, that variation is not sufficient or broad enough.

A set curriculum prepared by experts and standardized has “strategically ignored” the diversity of culture, language, and experience in our schools (Canastrari & Marlowe, 2010, p.201). Curricula from one region may not be applicable in another so teachers need to be critical and active participants in curriculum decisions (Canastrari & Marlowe, 2010). This standardization adversely affects student learning and that is of great concern.

Canastrari and Marlowe (2010) offer that the political and ideological climate today provides “opportunity to engage in a much needed self critique” of teacher preparation programs and of the “dominant forms of classroom teaching” (p.198). They challenge teachers to develop a critical pedagogical discourse in our public schools which can only enhance the learning environment.

Canastrari A. & Marlowe B. (2010). Educational foundations. Thousand Oaks, California:
Sage Publications.