Using Engaged Pedagogy to Incorporate Students’ Knowledge to Facilitate Learning in FCS Classrooms

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 3
  In Roundtable Session: Teaching and Learning in Career & Technical Education and Workplace Learning

Abstract

The curriculum covered in Family and Consumer Sciences courses can only provide a limited perspective on the diverse and deeply personal content being covered in FCS classrooms. Due to the potential biases that occur in the curriculum, FCS teachers must be prepared to engage their students in learning that is representative of their unique connection to content focused on their roles in families and as consumers. This paper explores the integration of Engaged Pedagogy (hooks, 1994, 2010) into a pre-service FCS Education program as a potential avenue to prepare FCS teachers for this task. The findings indicate potential pedagogical perspectives for pre-service teachers to support facilitating learning that positions students’ personal experience as an essential component to their learning.

Author

• William Wilton, University of Nebraska - Lincoln