Critical Practice in Elementary Schools: Voice, Community, and a Curriculum of Life |
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| Authors: | Ann B Vibert John P Portelli Carolyn Shields Linda LaRocque |
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| Institution: | (1) Department of Education, Mount Saint Vincent University, Halifax, NS, B3M 2J6, Canada;(2) Theory and Policy Studies, Ontario Institute for Studies in Education of the University of Toronto, 252 Bloor Street West, Toronto, ON, M5S 1J6, Canada;(3) Administrative Leadership Program, Faculty of Education, Simon Fraser University, Burnaby, BC, V5A 1S6, Canada |
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| Abstract: | This paper examines the differences andsimilarities in approaches to community, voiceand curriculum among three Canadian elementaryschools with respect to their potential toenact central aspects of a critical pedagogy:to extend voice to students and community;foster participatory, democratic education; andto cultivate critical reflection. The threeschools offer different conceptions andpractices. In one, a deficit model ofeducation seems to dominate; in the second, wefound an individual growth model of education;and in the third, a critical practice model ofeducation was the foundation for moredemocratic educational practices. We argue thatnot all change initiatives and approaches areequally valuable, and that the latter modelprovides a more profound and just educationalexperience for students. |
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