Reality Pedagogy and/as a Tool for Cosmopolitan Classrooms: Exploring the Effectiveness of a Student-Driven Pedagogical Framework

• In Event: Perspectives on Urban Student-Driven Pedagogy

Abstract

This paper is based on a year-long study of 5 urban classrooms where reality pedagogy was implemented based on teacher trainings facilitated through a science education center at a local university. The study involved implementing the teaching tools of ‘Reality Pedagogy’ while attempting to instill a cosmopolitan/community ethos within the classroom. It also involved student researchers’ thoughts and feedback on how/why Reality Pedagogy could be better implemented in their classrooms. The tools of Reality Pedagogy include Cogenerative dialogues, Coteaching, and Curation. This study revealed that these tools allowed for more open teacher-student and student-student relationships; which encouraged a comfortable learning environment, a bridging of cultural barriers between students and teachers, and content knowledge acquisition.

Authors

• Christopher Emdin, Teachers College, Columbia University

• Edmund S Adjapong, Seton Hall University