2G Next Steps – Research

Engaging deeply with Paulo Freire’s seminal work, “Pedagogy of the Oppressed,” I am committed to comprehensively grasping its essence, moving beyond cursory readings or interpretations despite my pace as a reader or listener. The cautionary insights provided by Donaldo Macedo, particularly his critique of reducing Freire’s dialogical methods to mere procedural tactics, strike a chord with me, especially in the context of my investigation into the effects of student self-evaluation on aspects such as critical thinking, anxiety, and compassion in the Summary Findings. My aim to apply Freire’s theories demands a thoughtful consideration of the intricate interplay between identity, power, agency, and historical context within the framework of self-evaluation. Although my intention is to nurture a critical consciousness within an educational setting marked by dialogical exchange, I acknowledge a certain inadvertence in my approach where the process itself may have overshadowed the transformative essence it seeks to promote. Interestingly, my collaborative filmmaking efforts seem to naturally align with Freire’s dialogical ideals. However, the challenge emerges when translating these collaborative, dialogical practices into the structured environment of academia, revealing a discrepancy that could inadvertently lead to a superficial emulation of Freirean pedagogy. This acknowledgment serves as a pivotal point for introspection and growth, emphasizing the imperative to more deeply embed Freire’s pedagogical principles within my academic pursuits and discourse, thereby enriching my educational philosophy and practice with a genuine commitment to transformative learning.

Next Steps

Co-creation

This coming autumn marks a pivotal moment as I aim to transform our self-evaluation into a collaborative journey. Embracing the spirit of co-creation, I plan to actively involve students in designing the self-evaluation process across various sessions, tailoring it meticulously to their unique needs and perspectives. This initiative aims to democratize the evaluation process, making it a collective endeavor where every participant’s input is not only solicited but deeply valued. The goal is to transcend traditional evaluation methods, fostering a shared ownership that enriches the learning experience for all involved. By doing so, I aspire to create a more dynamic, interactive, and meaningful evaluation framework that genuinely reflects and serves the diverse needs of our student community.

Social Justice Framework

Integrating the UAL social justice framework into our self-evaluation process is a priority I’m approaching with both caution and ambition. Recognizing the imperative to ensure fairness and equity, this step is about meticulously embedding principles of social justice to support and empower all students, with a keen focus on those who confront additional barriers. This approach entails a conscious effort to acknowledge, understand, and address the myriad differences and challenges within our student population, aiming to foster an environment where every student can engage fully and authentically. Through this lens, the self-evaluation is not just a tool for academic assessment but a platform for advancing social justice, ensuring that our educational practices contribute to a more equitable and just learning environment.

Inclusivity

Commitment to inclusivity is at the heart of reimagining our self-evaluation process. This involves breaking down the process into accessible, manageable components and providing tailored support to each student, ensuring that the self-evaluation is not a one-size-fits-all but a flexible framework that adapts to the diverse needs of our student body. The objective is to cultivate a learning atmosphere where every student feels seen, heard, and capable of thriving. It’s about transforming self-evaluation into a positive, affirming experience that celebrates and leverages the varied talents and backgrounds of our students, moving towards an educational practice that truly mirrors the richness and diversity of our community.

Annotated Bibliography

The document titled “Methods for Inter- and Transdisciplinary Research and Learning Based on Paulo Freire” explores the application of Paulo Freire’s pedagogical principles to contemporary inter- and transdisciplinary research and learning. It emphasises the importance of dialogue, critical thinking, and problem-posing education in creating transformative research practices. The paper argues for integrating Freire’s ideas on literacy, liberation, and humanization into research methodologies to address complex societal issues. It outlines the potential for Freirean approaches to foster collaborative, inclusive, and emancipatory research environments that bridge disciplinary divides and engage diverse knowledge systems.

Bibliography

Freire, P. (2000). Pedagogy of the Oppressed, 30th anniversary edn, translated by Myra Bergman Ramos, with an introduction by Donaldo Macedo. New York: Continuum.
Mellow Kyler (2022) YouTube. Video Audiobook: Freire, P. (2018). Pedagogy of the Oppressed. 4th edn. [ebook] New York: Bloomsbury Academic: Available at: https://www.youtube.com/watch?v=9NzKrFAaCsA (Accessed: 07 June 2023-03 February 2024).
Noce, K. (2024). “ARP KIM NOCE – Growing Equity – Presentation 9-2-2024” [PDF]
University of the Arts London (UAL). (n.d.). Change the way we teach. Retrieved from https://www.arts.ac.uk/about-ual/climate-action-plan/change-the-way-we-teach (Accessed: 07 June 2023-03 February 2024).
University of the Arts London (UAL). (n.d.). Equality, diversity and inclusion. Retrieved from https://www.arts.ac.uk/about-ual/equality-and-diversity (Accessed: 07 June 2023-03 February 2024).
Vilsmaier, U., Faschingeder, G., & Merçon, J. (Eds.). (2020). Methods for inter- and transdisciplinary research and learning based on Paulo Freire. Journal für Entwicklungspolitik, XXXVI(3). Mattersburger Kreis für Entwicklungspolitik an den österreichischen Universitäten.

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