I decided to read Bourn’s (2021) article Pedagogy of hope: global learning and the future of education and Chanicka, Mahari de Silva, and Merkley’s (2018) article An inclusive design vision for Canada - schooling as a process for participatory democracy and responsible citizenship.
1. Educational Innovation:
Bourn (2021) argues that global crises like the COVID-19 pandemic, climate change, and social movements necessitate a shift to innovative educational strategies. Building on Paulo Freire's "pedagogy of hope," the article advocates moving from passive learning to dynamic, participatory methods that emphasize critical thinking and real-world engagement. This shift not only addresses urgent global issues but also fosters meaningful social change. Chanicka, Mahari de Silva, and Merkley (2018) further this perspective by highlighting the importance of student engagement and critical learning in driving educational innovation. They propose a transition from traditional teaching to co-constructive learning, where teachers facilitate and students actively participate. By integrating social justice frameworks and inquiry-based learning, their approach connects education to real-world challenges and aligns teaching practices with contemporary societal needs.
2. Creativity in Education:
Bourn (2021) highlights the essential role of creativity in education which promotes innovative educational models to address global issues. Freire’s approach encourages the development of curricula that incorporate social justice and practical engagement, transforming educational practices to better equip students for complex global challenges. Chanicka, Mahari de Silva, and Merkley (2018) build on this by emphasizing how creative, engaging practices foster student creativity. They advocate for co-constructive learning, where both students and teachers contribute to knowledge creation, and the application of inquiry-based learning and social justice frameworks. These strategies encourage students to explore, question, and connect ideas, leading to deeper understanding and effective problem-solving.
3. Transformative Learning:
Bourn (2021) argue for a shift from passive, rote learning, to active learning. This approach involves engaging students with real-world issues to develop critical thinking and address global challenges like climate change and social justice, transforming teaching into a dynamic process that fosters reflection and meaningful action. Chanicka, Mahari de Silva, and Merkley (2018) extend this by promoting a co-constructive learning model, where educators facilitate rather than dictate learning. Their framework emphasizes a collaborative, inclusive classroom environment that enhances student engagement and equips learners with skills for lifelong learning and democratic participation. This model represents a broader educational shift toward empowering students to effectively address societal issues.
4. Synthesis of Learning Perspectives:
The articles by Bourn (2021) and Chanicka, Mahari de Silva, and Merkley (2018) collectively present a transformative view of learning. Bourn emphasizes Freire’s concepts, which redefine learning as an active, participatory process that links theoretical knowledge. This approach fosters critical thinking, reflection, and action, enabling students to drive meaningful change. Chanicka, Mahari de Silva, and Merkley complement this by advocating a learning model that integrates critical pedagogy and democratic practices, where knowledge is co-constructed through interactive inquiry and dialogue. Their model highlights the importance of interactive, socially relevant learning experiences that prepare students to address global challenges and engage in societal transformation.
How do the ideas/arguments relate to the working definitions you have developed in the Glossary?
Bourn (2021) and Chanicka, Mahari de Silva, and Merkley (2018) illustrate how educational innovation aligns with your definition of creating novel solutions to update existing methods. They advocate for shifting from passive to dynamic, participatory learning that addresses global issues through Freire’s "pedagogy of hope," reflecting creativity by transcending traditional boundaries. This approach aligns with your view of teaching as a student-centered, collaborative process that fosters curiosity and critical thinking. Ultimately, their perspectives demonstrate how learning, as defined by you, involves actively applying knowledge to address real-world challenges and drive societal growth.
Questions:
I currently teach in Japan where testing and adherence to rigid structure is paramount, therefore I’d ask Bourn: How can educators balance the need for critical thinking and real-world engagement with the constraints of standardized testing and curriculum requirements?
For Chanicka, Mahari de Silva, and Merkley, I would ask: In what ways can the co-constructive learning model be adapted to ensure inclusivity and equitable participation among students from diverse backgrounds?
References
Bourn, D. (2021) ‘Pedagogy of hope: global learning and the future of education.’ International Journal of Development Education and Global Learning, 13 (2), 65–78. DOI: https://doi.org/10.14324/ IJDEGL.13.2.01.
Chanicka, Jeewan, et al. “An inclusive design vision for Canada – schooling as a process for participatory democracy and responsible citizenship.” Intercultural Education, vol. 29, no. 5–6, Oct. 2018, pp. 632–646, https://doi.org/10.1080/14675986.2018.1508620.
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