Critical pedagogy can mean many things to many people, but at a minimum it includes a model of classroom praxis that works for social justice. The 'social' in social justice can be found both in and outside the classroom, with institutional walls only acting as meaningful boundaries to the extent that we allow them to. This can be true of both k-12 and post-secondary education. This session brings together teacher-scholars who are implementing some version of critical pedagogy (in recognizing the breadth of its forms), involving but extending beyond the classroom. Done well, pedagogy of this sort can indeed 'expand the community of geography.' We will share strategies and resources, as well as discuss ways to circumnavigate the inevitable pitfalls involved in participatory forms of education.
|Presenter||Kolson Schlosser*, Temple University, Pedagogies of Climate Justice||15||10:15 AM|
|Presenter||Sally Neas*, University of California - Davis, Climate Justice pedagogy: what matters when engaging youth with climate change||15||10:30 AM|
|Presenter||Emily Van Houweling*, Regis University, Nina Miller, Regis University, Power dynamics and decolonizing classroom practices in a synchronous global classroom||15||10:45 AM|
|Presenter||Chulki Cho*, Kyungpook National University / Western Michigan University, Byung-Yeon Kim, Dasa High School, Joseph P. Stoltman, Western Michigan University, Why photovoice? Documenting Geographical Issues and their Consequences Using Photovoice as Pedagogical Tool in Geography Education||15||11:00 AM|
|Presenter||Alex Oberle*, University of Northern Iowa, Fabian Araya, Universidad de La Serena, Extending the Geo-Inquiry Process to students outside North America||15||11:15 AM|
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