Practicable Approaches for Critical Action Learning

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Education as Empowerment: Participatory Action Research and Pedagogy (Table 11)

Abstract

This paper reports on three years of design-based research within the Critical Action Learning Exchange (CALE) project, which aims to support K-12 teachers in the design and enactment of critical action learning activities. Recent movements toward equity and justice-oriented education provide an ideal context for critical pedagogy, which can empower students, democratize learning, and support positive identity formation. CALE was established with the aim of making critical pedagogy more approachable and practicable for teachers, drawing on a wealth of research . We employed a Design-Based Research methodology to articulate five approaches for Critical Action Learning, grounding each one in specific literatures and providing guidelines for teachers to design curricula that adopt them.

Authors

• James D. Slotta, University of Toronto - OISE

• Renato Carvalho, University of Toronto - OISE

• Preeti Raman, Toronto Metropolitan University