Urban Education and Critical Pedagogy Essay

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In a broad sense, the field of social foundations of education entails beliefs and values in school and society, the political economy in schools and society, and the culture of the school. There are a magnitude of social forces that affect educational policies on a daily basis such as; government, religion, family and the economy. Each of these social structures influences one another which results in many conflicts in regards to a “democratic education.” The social foundations of education do not meet the criteria of a democratic education because of certain laws or rules that are established. For example, the delegation of funds in schools is solely based on the property taxes of a specific community. Therefore, the schools in poor …show more content…
Critical pedagogy also entails that teacher and the student’s knowledge and power are shared in a classroom setting (Freire, 2000). According to Giroux, teachers have a responsibility to educate critical citizens (Giroux, 1991). Based on this information, transformative education and critical pedagogy go hand in hand. One must understand that there is not one way of teaching and that teachers should share their power and knowledge with the students. In relation to a democratic education, Giroux believes that, “Educators have a public responsibility that by its very nature involves them in the struggle for democracy (Giroux,1991).”
A belief that education is for a democracy is one that philosopher John Dewey holds. Dewey believes that, “education must begin with a psychological insight into the child’s capacities, interests and habits (Dewey, 1897).” Much of his beliefs were stemmed off of, “organic learning,” which occurs when children naturally interact with their environment. Dewey believed that teachers were taking away organic learning and that education should be a continuing reconstruction of experience (Dewey, 1897). In relation to democracy, Dewey believed that a democracy is a way of life that must be made and remade by each generation (Giroux, 1991). In contrast, Freire saw society as one created by

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