Introduction to Open Spaces for Dialogue and Enquiry Critical literacy in Higher Education. Linda Ramirez Barker

Transcription

1 Introduction to Open Spaces for Dialogue and Enquiry Critical literacy in Higher Education Linda Ramirez Barker

2 First thoughts. Think of a young child starting school today. It is estimated that up to 80% of the jobs available when s/he begins their working life do not exist today. What do young people need to be prepared for this future involving complexity, uncertainty and change?

3 WHY DOES OSDE MATTER? Information Diversity Multiplicity (contexts, voices) Complexity Inter-connectedness Change Uncertainty How can educators trained yesterday meet the needs of the learners of today?

4 KNOWLEDGE is a thing (a noun) exists out there and can be discovered happens in individual experts is a collection of facts develops in a cumulative way develops to be stored is passive is a process is socially constructed happens in teams is a collection of inter-related ideas develops as-and-when needed develops to be replaced does things Knowledge as content (milk) Knowledge as process (weaving)

5 Deeper Thinking Turn to the person sitting next to you and talk about the last three slides for a few moments. What implications do these ideas have for learning? Please feedback ideas to the group.

6 Contexts in HE Degree courses University of Nottingham Latin American Studies Masters courses Masters in Development Education, Institute of Education, The University of London Third sector organisations Charity and International Development organisations for professional development / preparation for working in the global south British Council Language teaching in the global south.

7 Critical Literacy Critical Literacy is based upon the idea that language constructs the lenses we use to make sense of the world. The world is open to interpretation, rather than fixed and neutral. Rather than a truth, there are many perspectives and it becomes impossible to be unbiased we are all biased by our experiences so far in life. This is particularly relevant for global issues such as notions of justice, fairness, conflict resolution, diversity etc This is often summed up in the phrase ~ Reading the word and reading the world

8 What you see depends on who and where you are it is always partial.

9 Activity: 3 types of reading

10 Traditional reading explores the following: Does the text represent the truth? Is it fact or opinion? Is it biased or neutral? Is it well written/ clear? Who is the author and what level of authority does s/he represent? What does the author say?

11 Critical Reading explores the following: What is the context? To whom is the text addressed? What is the intention of the author? What is the political position of the author? What is the author trying to say? Is it manipulative? What claims are not substantiated? Why has the text been written in this way?

12 Critical Literacy explores the following: How can this be interpreted in different contexts? What could the assumptions behind the statement be? What could the implications be? Who or what could be shaping the author s understanding? What are the limitations of thinking like this? Whose interests could it serve?

13 Critical Literacy questions - 1 Where is this coming from: Assumptions External forces - cultures, media, education, upbringing Internal forces personality, reactions, conflict Encounters and relationships

14 Critical Literacy question - 2 Where is this leading to: Implications Limitations Who benefits? Who loses?

15 Critical Literacy questions - 3 How can this be interpreted by others: Diverse global perspectives Visioned otherwise Knowledge constructed in different contexts Imagine beyond boundaries

16 Critical Literacy Can support learners to: Engage with complex local/ global processes and diverse perspectives Examine the origins and implications of their own and other people s assumptions Negotiate change and think independently, leading to more responsible choices Live with and learn from difference

17 Critical Literacy Our vision defines one aspect of education for diversity as focusing on critical literacy, which allows pupils to reflect on their own cultural traditions and those of others. Pupils need to develop an understanding of how language constructs reality and the different perspectives they use to make sense of the world around them. It is crucial for education for diversity that pupils are given the skills to challenge their own assumptions and those of others. p46 Curriculum Review: Diversity and Citizenship 2007 (Ajegbo Report)

18 OSDE Unit: Knowledge and Perspectives Proposed principles: page 4 Procedures for Enquiry: page 5 Enquiry: pages 6 and 7.

19 Facilitation guidance The role of the facilitator includes to: open and close the space create the right atmosphere by modelling behaviour help focus when necessary offer different interpretations balance the mood of the space (celebration/cynicism) act as devil s advocate when the tendency of the group is to agree or see only through one perspective (to challenge consensus)

20 Facilitation guidance The key characteristics are: Multiple perspectives No competition for the truth Open-endedness Difference and dissonance

21 Safe Spaces Can you imagine a space where There is no pressure to become or pretend to be like somebody else. There is no obligation to agree with anything. There is no need to reach consensus (as this is generally shaped by those who are more articulate in the group). There is no pressure to win a discussion or competition to impose one s perspective on another. There is no fear of being denied recognition as a whole person because you think differently. There is freedom to express one s views with respect and to change one s mind when one is faced with something new. There is safety for learning to live with conflict, uncertainty and difference. There is support for questioning and reflection on the origins and implications of our assumptions without people feeling personally attacked, de-legitimised or silenced. There is the opportunity to contemplate the inclusion of different perspectives in the (continuous) construction of our own dreams for the future. There are relationships based not on ideologies or identities but on a commitment to dialogue and to learning and reflecting together. There is the possibility of cross-contamination without the pressure to become the other or to remain the same.

22 Further information can be found at: osdemethodology.org.uk time2think.org.uk throughothereyes.org.uk