Abstract
This paper presents the story of what happened when I incorporated critical pedagogical practices, within a human rights focused unit of study, into my literature classroom and examined the effect it had on my students' perceptions regarding the purpose of their education. After providing a theoretical framework, positioning my study within existing research, and outlining my study, I then explain my methods for selecting research participants and gathering data, ultimately concluding with implications. This study took place within a highly competitive Korean American international high school where grades, GPA ranking, and admissions into Ivy League institutions are perceived by most students to be the fundamental purpose of education. My study broadly begins by examining the learning environment, perceptions, and practices of one class, eventually narrowing my research to be focused on a single student. This student’s story demonstrates that even within highly competitive schooling environments, where the purpose of learning has largely been reduced to rote memorization and GPA ranking, the introduction of critical pedagogies, within a human rights focused unit of study, has the potential to disrupt paradigms surrounding the purpose of education; raise critical consciousness; and possibly foster transformative learning, leading to a greater sense of purpose regarding education as a means of connection to the world beyond the self.
Author Information
Jessica Terbrueggen, Teachers College–Columbia University, United States
Paper Information
Conference: PCE2023
Stream: Education
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Terbrueggen J. (2023) Disrupting the Grade Imperative Through Critical Pedagogies Embedded Into Human Rights Focused Literary Study ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.53
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.53
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