Transect walks in teacher education can build solidarity against oppressive forces

Evidence

This chapter argues for rethinking teacher preparation of foundation phase educators based on Freire’s critical literacy of reading the word and the world. This, we believe, is fundamental for critical pedagogues committed to the struggle to reclaiming public education for critical citizenship in the South African context. Based on Freire’s theory of consciousness, we argue for greater use and exploration of participatory approaches such as transect walks in TP. We believe that transact walks offer student-teachers a variety of benefits essential to building transformative practices in education. Embedding transect walks in the curricula for TE could further nurture critically engaged forms of scholarship among student-teachers and the production of knowledge that address more directly pertinent issues in public schooling. Finally, we believe that the use of participatory approaches could contribute to the development of solidarity and praxis that confront the oppressive forces that reproduce marginalization and exclusion in our society. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 216

Categorization

• XREF: connects to: Transect walks immerse educators in communities to read social conditions — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 175