Engaged pedagogy rejects fixed blueprints because every classroom differs.

Evidence

In his recent article, “Place-Based Education: Learning To Be Where We Are,” Smith (2002) writes, “Because place-based education is by its nature specific to particular locales, generic curricular models are inappropriate” (p. 587). Smith does, however, offer five approaches to place-based learning that can focus educational research into place-based practices: (a) local cultural studies, (b) local nature studies, (c) community issue-investigation and problem-solving, (d) local internships and entrepreneurial opportunities, and (e) induction into community decision making. — David A. Gruenewald, The Best of Both Worlds, 103 (#corroborates, via linked claim)

One of the most intense aspects of liberatory pedagogical practice is the challenge on the part of the professor to change the set agenda. We all learn to make lesson plans, and want to stick to them. When I began teaching, I would feel panic, a sense of crisis, if there was a deviation from my set agenda. I think the crisis we all feel about changing agendas is the fear that we will not cover enough material. And in thinking this through I have to undermine my own “I ”; maybe the material I most want them to know on a given day is not necessarily what learning is about. Professors can dish out all the right material, but if people are not in a mind to receive it, they leave classrooms empty of that information, even tough we may feel we’ve really done our jobs. — bell hooks, Teaching to Transgress, 304 (#corroborates, via linked claim)

Freire did not view this process as a static pre-fixed curriculum. His desire was that the shaping of cultural circles would be recreated from setting to setting, dictated by the needs, interests, and desires of the participants (Brown, 2011; Souto- Manning, 2010). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 594 (#corroborates, via linked claim)

Categorization

• XREF: connects to: Place-based education rejects generic models in favor of locale-specific approaches. — David A. Gruenewald, The Best of Both Worlds: A Critical…, 103; Freirean cultural circles resist any fixed curriculum — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 594; Good teaching requires abandoning fixed agendas to meet learner readiness — bell hooks, Teaching to Transgress: Education as…, 304 (+2 more)

Broader Connections

• Place-based education rejects generic models in favor of locale-specific approaches. #corroborates (0.88) — David A. Gruenewald, The Best of Both Worlds, 103
• Good teaching requires abandoning fixed agendas to meet learner readiness #corroborates (0.85) — bell hooks, Teaching to Transgress, 304
• Freirean cultural circles resist any fixed curriculum #corroborates (0.82) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 594
• Generating classroom excitement requires abandoning fixed agendas and fixed authority #corroborates (0.78) — bell hooks, Teaching to Transgress, 24
• Overcrowded engaged classrooms degrade into edutainment spectacles #complicates (0.75) — bell hooks, Teaching to Transgress, 320