In the third chapter of Pedagogy of the Oppressed Freire presents a framework for both. In the first part of the chapter (pp. 87-109, 2010) he covers the theory; in the second part (pp. 110-123), the praxis.
I propose we actually do as Freire implores with the University of Minnesota student population, using as a framework that which he provides in chapter three.
Who is the University of Minnesota student? What are their political, cultural, and religious experiences and motivations? Where do they come from? What do they want from an education at the University of Minnesota?
We could take the next week to draw up a procedure (based on chapter three of Pedagogy), talk about it together in next week's class and come up with a plan of action, and take the following week to investigate based on that plan.
Another opportunity presents itself based on our own demographic: who is the CSCL student and who is the Curriculum and Instruction student? Through this distinction we can investigate not one, but two groups of UMN students for comparative evaluation.
The recognition that we, as educators, need to engage praxis in education is often voiced, but too often this recognition is followed by frustration and ends up being left to the wayside. Here we find ourselves in a workshop with the opportunity to finally put theory into action.
What say you?
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