Document Type
Praxis
Abstract
Our nation continues to have a diverse population as reflected by our K-12 student population in America's schools. However, approximately 83.5% of our nation's teachers are white and mirror the demographics found in most teacher preparation programs. Because most teachers will come into contact with children who are culturally and racially different from them, preservice teachers will need to learn new ways of thinking about cultural differences and will need to be trained to work with students from various racial and cultural backgrounds. Ignatian Pedagogy and Critical Pedagogy are effective strategies to challenge students‟ preconceived notions about people who are culturally, linguistically, and socioeconomically different from them by forcing students to rethink their long-held conceptions of the world. The goal of a Jesuit education is not only to liberate students but also to educate students of conscience, competence, and compassion. These goals are the aligned with some characteristics that define Critical Pedagogy. Critical Pedagogy is utilized to raise students‟ critical consciousness regarding oppressive social structures and conditions. It is the hope of an Ignatian and “Critical Pedagogist” that courses utilizing these practices can be vehicles for change in the world by helping students not only understand justice, but that they live justly as agents of change.
Recommended Citation
Foster, Sandra L.
(2012)
"Engaging and Empowering Preservice Teachers through Ignatian and Critical Pedagogy: Examples from the Classroom,"
Jesuit Higher Education: A Journal: Vol. 1:
No.
1, Article 11.
Available at:
https://epublications.regis.edu/jhe/vol1/iss1/11
