Enacting a Liberatory Pedagogy Within Public Urban Classrooms
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Authors
Arias, Esmeralda
Issue Date
2024-05-01
Type
thesis_closed
Language
Keywords
Liberatory Pedagogy , Culturally Responsive Practices , Diversity , Equity and Inclusion , Paulo Freire , Child-centered , Public Education , Bilingual, Multilingual, and Multicultural Education
Curriculum and Social Inquiry
Early Childhood Education
Elementary Education
Alternative Title
Art of Teaching Thesis - Written
Abstract
Public schools are supposed to be the great equalizer in American society. However, based on oppressive historical practices such as forced assimilation, linguistic erasure, and the acknowledgment of singular funds of knowledge, the educational system has mainly failed students of color from lower socioeconomic backgrounds. This thesis is a testament that public school teachers committed to serving socially diverse communities are critical in changing this oppressive narrative and cultivating innovative thinking that leads towards greater equity. The work begins by rejecting the “banking model of education” and enacting a liberatory pedagogy in the classroom (Freire, 2000). Student-teaching recollections help to demonstrate the critical role of trustworthy and compassionate relationships between teachers and students in fostering a classroom community that works against hate and oppression. These stories show how this revolutionary work can transform the nuanced work of ordinary curricula into powerful and relevant classroom experiences that encourage higher-order thinking through dialogue, reflection, and collaboration — crucial foundations for a just, equitable, and democratic society.
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