critical pedagogy ver 1.3
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Running head: ONLINE DISCUSSIONS IMPROVE CRITICAL PEDAGOGY 1
Online Discussions Improve Critical Pedagogy Acquisition
Michael D. Ballantine
9022040476
ESL/502
May 22, 2011
Julie Adkins
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Online Discussions Improve Critical Pedagogy Acquisition
Proponents of critical pedagogy seek to engage students in learning about social issues with
intent to develop a personal relationship or opinion with social concerns important to the
community. Whereas students are aware of common problems such as global warming,
globalization, or terrorism, they may not have developed a complete understanding of specific
issues. Some would go so far to say that critical pedagogy must remove the shackles of
teacher domination from students (Cho, 2007). Simply participating in passive learning
exercises does not promote a complete understanding of the issue. Constructivism focuses on
developing a broader or deeper exploration of a subject allowing the student to develop his or
her own ideas. Through critical pedagogy and constructivist educational practices, educators
hope students will take a greater interest in social issues and improve higher level cognitiveability (Cho, 2007).
As part of a typical Liberal Arts college, Griggs University is always striving to provide a
diversified educational experience. In Ovando, Combs, and Colliers analysis of Cummins
writings (2006), the expectation is that critical pedagogy should encompass a broader
understanding of social issues beyond the classical lecture format. To meet these expectations,
it is necessary to engage the students in a free-flow of dialogue where each student has an
opportunity to express his or her ideas and thoughts on social issues. To expand the pedagogy
of each class, as part of the universitys program, students must engage in online activities to
meet accreditation requirements. Unfortunately, there is no curriculum to support these online
activities and each instructor must devise a functional method of learning online. When viewing
the online requirement, an obvious opportunity presented itself to enhance cooperative learning
and enable students to engage in higher ordercognitive exercises (Markel, 2001).When preparing the advanced expository writing class, it was thought that students
would have an opportunity to explore social ideas that they had never discussed. Initially,
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students tasks related to reading a chapter about a social issue and responding online with a
brief summary. In the majority of cases, the students had never considered these topics in the
past because Vietnamese schools avoid any political or controversial issues. Without the ability
to express themselves in either L1 or L2, students predictably parroted whatever Wikipediaposted on the subject rather than the students own cognitive evaluation. To offset this particular
problem, extending the assignmentto include responses to each others postings createdopportunities for evaluation, cooperative learning, and teamwork. When preparing the course
on Multiculturalism, students must go online for a period of three hours posting an initial
response to an issue and providing at least five responses to their classmates during the three
hours.
Employing online discussion formats promotes cooperative learning among students.
Cooperative learning according to Ovando, et. al. (2006) was common prior to the movement
toward lecture formats. When responding to classmates, a student must consider one students
idea in relationship to his or her own ideas promoting higher ordercognitive learning (Purdue,n.d.). By working together online, students assist one another without the pressure of
performing in class or in front of the instructor. The traditional classroom focused on rote-
memorization whereas the university environment depends upon open discussion and
constructivism. When faced with the culture shock of new words, new ideas, and social issues
that have never been discusses, students often disengage from the class discussion
(Shoebottom, 1996).
The university provides access to all students in the program on a web server employing
Moodle software. Students access the website with a password and access individual classes
for class materials, post assignments, and engage in online discussions. Most teachers do not
bother with the system because of the additional work required to follow-up. Teachers are paid
for face time but not online time. Given the weaknesses of L2, many classes reflect passive
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learning activities reflecting the difficulty of eliciting vibrant discussions in L2. Discussion
participation is often spotty and dominated by a few students.To improve learning, it is essential that students engage in active discussion through
responses. Markel (2001) promotes online discussion as a way to offset classes dominated by
a few students whereas everyone else remains passive. Specifically, Markel (2001) relates
participation in the virtual conference demands that students become actively engaged with the
course content and through the interaction with their peers, negotiate the meanings of the
content. They construct knowledge through the shared experiences that each participant brings
to the collaborative discussions (para. 8). With collaborative software like Moodle propagating
throughout higher education, online discussions are more commonplacethan in 2006, only fiveyears ago. Markel (2001) promotes the use of online discussions as a way to include
technology as a cognitive tool and not just a fun toy. According to Markel (2001), one crucial
benefit is that online discussions allow time for reflection, unlike in class discussion in which
students must respond immediately.
Developing higher order cognitive analysis and active participation is desirable in any
class. When including critical pedagogy in a classroom, it is necessary to include multiple forms
of learning particularly cooperative learning. Whereas a teacher provides a platform of learning,
a student values peer opinions more than his or her teachers opinion (Markel, 2001;
Vronneau, Vitaro, Brendgen, Dishion, &Tremblay, 2010). Online formats allow students toexpress their opinion, gauge their peers response, and engage in scaffolding through
cooperative learning (Markel, 2001). English language learning students have enough
roadblocks to success without concern or stress in the classroom.
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EndnoteSome of the literature suggests critical pedagogy as a tool of indoctrination for children
(Cho, 2007). During the advanced expository writing class, students criticized the curriculum as
too socialist and implied the objective of the class was to re-indoctrinate them to social values
that they did not hold. One objective of the course was to build a sense of ethics in business
dealings and a feeling of corporate social responsibility. Instead, students with preconceived
notions rejected many of the new values suggesting that critical pedagogy is more effective with
younger students before they form strong opinions. Time permitting this may make an
interesting action research project.
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ReferencesCho, S. (2007). Politics of Critical Pedagogy and New Social Movements. Educational
Philosophy & Theory, 42(3), 310-325. doi:10.1111/j.1469-5812.2008.00415.xMarkel, S. L. (2001). Technology and Education Online Discussion Forums: It's in the
Response. Online Journal of Distance Learning Administration, IV(2). Retrieved from:
http://www.westga.edu/~distance/ojdla/summer42/markel42.html Ovando, C. J., Collier, V. P., & Combs, M. C. (2006).Bilingual & ESL classrooms: Teaching in
multicultural contexts (4th ed). New York, NY: McGraw-Hill. ISBN: 0072982365Purdue. (n.d.). Cognitive Skills Instruction. Retrieved from:
http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy7/edpsy7_instruction.htm Shoebottom, P. (1996). ESL Students and Culture Shock. Retrieved from the Frankfurt
International School website, http://esl.fis.edu/parents/advice/shock.htmVronneau, M., Vitaro, F., Brendgen, M., Dishion, T. J., & Tremblay, R. E. (2010). Transactional
analysis of the reciprocal links between peer experiences and academic achievement
from middle childhood to early adolescence. Developmental Psychology, 46(4), 773-790.
doi:10.1037/a0019816