Promoting students’ ownership of their own education through critical dialogue and democratic self-governance

Matusov, Eugene; Marjanović-Shane, Ana

doi:10.5195/dpj.2017.199

Cited by 36 publications

(26 citation statements)

References 17 publications

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“…This is how I address this paradox in my past Open Curriculum Syllabus, where my students have a right to choose a curricular topic for their next class. I develop a list of possible curricular topics, which I call the "Curricular map" (Matusov, 2015b;Matusov & Marjanovic-Shane, 2017a). This list involves topics that I personally and professionally and my colleagues around the world teaching similar classes feel important in the studied field to learn, choices added by the past students, and new choices that my current students add.…”

Section: My Replymentioning

confidence: 99%

“…This democratic process of selecting topics to study or themes to discuss promotes both students' activism and ownership of their own learning and education. It discursively and powerfully forms their educational desire, "I want to study/learn…" (Matusov & Marjanovic-Shane, 2017b). This is especially important for education as critical examination and open socialization where the curriculum is always emerging, surprising, and, thus, cannot be preset.…”

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A student’s and a teacher's right to freedom of education

Matusov

2020

Dialogic Pedagogy Journal

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This conceptual essay, which opens the special issue, examines why a student’s right to freedom of education – the right for a student to define their own education – is so crucial for the education itself. Four diverse educational approaches are considered: training, closed socialization, open socialization, and critical examination, along with the Bakhtinian dialogic pedagogy to reveal the need for freedom of education within each of the approaches and the pedagogy. The eight aspects of the right to freedom are explicated. Three major objections against the right are considered and rebuked: 1) the Kantian paradox of autonomy and paternalism in education, 2) the paradox of learning and ignorance, and 3) fear of non-participation in education without coercion. The legitimate limitations of the right are discussed. Finally, the two major pathways to the right – radical and gradual – are analyzed. I sent the earlier draft of the paper to the Dialogic Pedagogy journal community, asking for critical commentaries. Many people submitted their critical commentaries involving their agreements, disagreements, associative readings, extensions, evaluations, and so on. My paper, their commentaries constitute this special, and my reply constitutes this special issue. Three people – David Kirshner, Belkacem TAIEB, and Jim Rietmulder – chose to provide commentaries on the margins. I included most of their comments on the margins as a new genre to promote a critical dialogue in our readers. Also, Belkacem TAIEB and Matthew Shumski submitted short commentaries that I included, below, at the end of this article as Appendix I and II. Jim Cresswell shared the manuscript with his undergraduate psychology students, and one student volunteered to add her commentary. Shelly Price-Jones shared it with her international undergraduate students studying English at a South Korean university. Twenty-one of them chose to provide a video reply. I selected a few of them that attracted my attention. Finally, I chose to address some of the issues brought in the presented critical commentaries either as my reply on the margins or at the end of this special issue. This should not be taken as “the final word” in the debate, but rather a dialogic response inviting other responses in the authors and in the audience.

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Section: My Replymentioning

confidence: 99%

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A student’s and a teacher's right to freedom of education

Matusov

2020

Dialogic Pedagogy Journal

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“…However, I suggest that all students should be able to claim/define this right at the beginning of each course and to dialogically exercise it throughout their learning. More specifically, I explore a tension-based narrative of students' thoughts about their freedom that was inspired by the concept of the Open and Opening Syllabus (Matusov & Marjanovic-Shane, 2017). I do not explore the specifics of my syllabus design and its provocations for freedom due to the length limitations of this particular paper.…”

Section: My Stancementioning

confidence: 99%

Exploration of students’ thoughts about their right to freedom of education

Shugurova

2020

Dialogic Pedagogy Journal

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In this reflective paper, I respond to Dr. Matusov’s (2020) eloquent philosophical exploration of “students’ right to freedom of education. In doing so, I pursue a narrative inquiry (Bruner, 1987; Clandinin, Murphy, Huber, & Orr, 2010; Clandinin, 2013; Hong, Falter, & Fecho, 2017) to explore my students’ self-generated meanings of their educational freedom in our teacher education classroom. I wonder whether freedom of education can be presented as a transcendental concept of self-examination and taught as the student’s right for it without a critical deconstruction of the tentious and fictitious materiality of freedom. Also, I wonder what my students think when they are provoked to claim their right to freedom of education. This reflection reveals that students’ right of freedom is not necessarily about their own self-examination, freedom is a creative force of self-expression. More specifically, freedom is the self-conscious act of discovery of itself (i.e., freedom) in everything my students do as a part of their classroom learning and education. All in all, freedom does not have any meaning at all since meaning emerges in the act of freedom itself, or rather in the creative act of being free.

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“…En este paradigma de interacción se favorece la adquisición de herramientas cognitivas, el desarrollo de la capacidad de aprender, la generalización de las competencias aprendidas, la flexibilización de las operaciones mentales, la construcción de hábitos y rutinas de trabajo, la promoción de la autonomía, es decir, la formación de individuos con mayor capacidad e interés para cuestionar y criticar (Matusov y Marjanovic-Shane, 2017). Estos ambientes de aprendizaje apuntan a potenciar el desarrollo cognitivo y metacognitivo de los individuos, siendo la mediación el medio fundamental para alcanzar los cambios en los procesos de pensamiento.…”

Section: Consideraciones Finalesunclassified

“…Nuestro recorrido docente se vuelve pedagógicamente útil, pues cada estudiante es el epicentro de nuestra acción intelectual y afectiva, considerando que la enseñanza debe ser flexible y dinámica, y la escuela debe ser generadora del aprendizaje y no únicamente una simple repetición de conceptos. Por otro lado, nos interesa la idea de una Cultura de enseñanza-aprendizaje como un diálogo crítico en el que se promuevan ideas, opiniones, creencias, deseos y valores (Matusov y Marjanovic-Shane, 2017).…”

Section: Introductionunclassified

El profesorado como mediador cognitivo y promotor de un aprendizaje significativo

2019

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El artículo desarrolla la importancia de la mediación cognitiva efectuada por las y los profesores como recurso indispensable para el progreso de las y los alumnos en procesos de autonomía, metacognición y aprendizaje autorregulado, perfeccionando y regulando las estrategias de aprendizaje y fomentando nuevas formas de abordar las tareas escolares. Las prácticas y las experiencias de aprendizaje mediatizado valoran el aula donde se diferencian las situaciones de enseñanza y aprendizaje, donde todos las y los alumnos aprenden consecuentemente con propuestas pedagógicas y actividades adecuadas y desafiantes en un espacio en el que las y los alumnos y las y los profesores son colaboradores en el marco del proceso de aprendizaje. Nuestro punto de partida es el paradigma de aprendizaje socio-constructivista, donde la pedagogía está pensada para potenciar los aprendizajes de las y los alumnos en cuanto se los considera actores principales de su desarrollo intelectual. Este artículo está elaborado a partir de un análisis de constructos teóricos relevantes en el área de la enseñanza y el aprendizaje.

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Promoting students’ ownership of their own education through critical dialogue and democratic self-governance

Abstract: We define genuine education as students '

Cited by 36 publications

References 17 publications

A student’s and a teacher's right to freedom of education

A student’s and a teacher's right to freedom of education

Exploration of students’ thoughts about their right to freedom of education

El profesorado como mediador cognitivo y promotor de un aprendizaje significativo

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