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|Title:||Reflections on critical pedagogy and transformative curriculums : the antidote to gaslighting|
Education -- Curricula
|Publisher:||University of Malta. Faculty of Education|
|Citation:||Ahuja, A. (2021). Reflections on critical pedagogy and transformative curriculums : the antidote to gaslighting. Malta Review of Educational Research, 15(2), 315-320.|
|Abstract:||With the acceptance that “reduction of politics to psychology of self will be erroneous” (Haider, 2018, p.108), in this reflection piece I discuss the possible positive effects of transformative curricular experiences on marginalised learners. I use a combination of psychological and critical lenses to argue that transformative curricular experiences allow marginalised learners to translate their personal narratives from that of shame to oppression. The social dimension of transformative learning has been greatly explored, in that multiple authors, including Mezirow, Freire, Brookfield, Hooks, have articulated the need for emotional support during the unfreezing stage of past perceptions, behaviours and attitudes (Jost, 2015). However, the exploration of internal experiences of the individual marginalised learner is still sparse. I believe it is important to explore this dimension of transformative learning since “individual transformation amounts to, and is influenced by, the collective transformation” (Calleja, 2014, p.133). I will begin by describing some of the key theoretical concepts that I use through this reflection. This will be followed by bringing the psychological concepts and critical theory into a dialectical conversation. In conclusion, critical consciousness will be established as a necessary condition for the psychological resilience of the oppressed. [excerpt]|
|Appears in Collections:||MRER, Volume 15, Issue 2|
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