Decolonization Pedagogy Training of Trainers for Herbalists Pedagogy
Decolonization Pedagogy: Training of Trainers for Herbalists Pedagogy - the practice of teaching
AGENDA 1. Definitions 2. Lessons Plans 3. Theory This presentation for educational purposes only.
“Progressive, holistic education, “engaged pedagogy” is more demanding that conventional critical or feminist pedagogy. For, unlike these two teaching practices, it emphasizes wellbeing. That means that teachers must be actively involved committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students. ” (hooks, Teaching to Transgress: Education as the Practice of Freedom, NY: Routledge, 1994: 15)
THEORIES OF TEACHING & LEARNING pedagogy - art and science of teaching and learning for children andragogy - art and science of teaching and learning for adults
EDUCATIONAL THEORISTS THEORIST MAIN THEORIES Booker T. Washington 1856 -1915 industrial education, founder Tuskegee Institute John Dewey, 1859 -1952 progressive education, pragmatic education WEB Du Bois, 1868 -1963 decolonial sociology Maria Montessori, 1870 -1952 self-directed education Lev Vygotsky, 1896 -1934 cognitive development and education, sociocultural theory Jean Piaget, 1896 -1980 human cognitive development, genetic epistemology Margaret Mead, 1901 -1978 education and culture Malcolm Knowles, 1913 -1997 principles of adult learning Benjamin Bloom, 1913 -1999 educational psychology, taxonomy (revised 2011), building a curriculum of learning Aimé Césaire 1913 -2008 postcolonial theory Maxine Greene, 1917 -2014 educational philosophy, aesthetic education, social imagination Paulo Freire, 1921 -1997 critical pedagogy
EDUCATIONAL THEORISTS THEORIST MAIN THEORIES Frantz Fanon, 1925 -1961 critical theory, postcolonial theory, philosophy of education Deborah Meier, 1931 - education and democracy, small schools Manfred A. Max-Neef, 1932 - fundamental human needs, transdisciplinary theory Vine Deloria, Jr. (Standing Rock Sioux), 1933 -2005 philosophy of education, indigenous knowledge Eleanor Ruth Duckworth, 1935 - constructivism, educational theory David A. Kolb, 1939 - experiential learning, learning styles Walter D. Mignolo, 1941 Harold Gardner, 1943 - epistemic disobedience multiple intelligences Angela Davis, 1944 - communist theory, feminist theory, educational theory Linda Tuhiwai Smith (Maori), 1950 - indigenous education bell hooks, 1952 - cultural theory, feminist theory, holistic education Gregory Cajete (Tewa), 1952 - indigenous knowledge in education Ramon Grosfoguel, 1956 - decolonial epistemology
THINK/PAIR/SHARE • How much teaching do you do? • What do you like about your teaching? • What would you like to learn about how to be a better teacher?
ADULT LEARNING CHARACTERISTICS • • • Adults are internally motivated and self directed. Adults bring life experience and knowledge to learning. Adults are goal oriented. Adults are relevancy oriented. Adults are practical. Adult learners like to be respected.
ADULT LEARNING PRICIPLES • • Involve adults in planning and evaluation. Have a problem centered focus. Make sure experience forms the basis of learning. Topics and skills should have relevance to the roles adults hold.
REVOLUTIONARY LEARNING Pedagogy of the Oppressed, 1968, Paulo Freire (Brazilian, but written while he was in Chile). A theory of education in the context of revolutionary struggle which says that the discovery of reality (learning) is through critical thought and free communication. Out with banking and in with problem solving.
DECOLONIAL METHODOLOGIES Miguel Zavalo 1. Reclaiming - practices, identities and spaces. 2. Healing - social/collective, spiritual, and psychological. 3. Alternative Storytelling - naming and remembering.
CURRICULUM DESIGN
LESSON PLAN
LESSON PLAN GOALS & OBJECTIVES You have to know where you are going in order to get there. First, a big goal, a purpose. Second, the objectives, “By the end of this lesson, students will be able to. . . ” Third, the activities that support learning.
ACTIVITIES
PRACTICE Choose a topic you are teaching your herbal studies students. Write a lesson plan with your partner. Check that your objectives and activities match the key elements of adult learning.
FINAL QUESTIONS How do you select your curriculum? How do you create a learning community in your classroom? How do you handle difficult dialogues?
THANK YOU Claudia J. Ford claudiajford@gmail. com Bibliography available on request. Mara B. Friedman, “Heart of my Heart”
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