Social and Cultural Contexts of Pedagogy - Artifact Ten Review:
Stemming from the Greek language, pedagogy literally means ‘leading the child’. Expanding on this, Male & Palaiologou (2015) define pedagogy as “the relationships between the teacher and their practice, knowledge and the learner”, as well as “the engagement of these learners in their socio-political and economic context” (p.217). Dr. Eamer’s EDUC 5005G Social and Cultural Contexts of Education course challenged me to view pedagogy as more than just what the teacher unloads on the student but how my surroundings shape who I am, how I learn, and how I interact with the environment. My own experiences and assumptions on social class, gender, sexuality, ability, ethnicity, language, culture, faith, socioeconomic status, and race have an undeniable effect on the lessons I deliver and the learning I am, and others, are willing to accept (Eamer, 2015).
As I mentioned before in the Pedagogy Theme introduction, my initial feelings about EDUC5005G were mixed. Having previous completing EDUC5199G Computer Assisted Learning with Dr. Eamer, I assumed the course would be interesting, but how would a course centred on culture fit into a larger educational technology graduate program? In the 21st-century, learning environments are changing as there are "more and more concerned not only with teachers, but also with the learners and their context” (Male & Palaiologou, 2015, p.218). In other words, 21st-century learning demands we revisit, reexamine, and search for alternatives to our unconscious worldview which may “involve a break away from traditional pedagogy to promote a different view of the learning process, and the image and roles of children and educators” (Oliviera–Formoshino & Formoshino, 2012, p.9). 21st-century pedagogy must involve ‘the ecology of the community” (Male and Palaiologou, 2012) and it is this “it takes a village to raise a child” pedagogical view that leads to Artifact Ten: Youth Culture Presentation & Video Synopsis.
As I mentioned before in the Pedagogy Theme introduction, my initial feelings about EDUC5005G were mixed. Having previous completing EDUC5199G Computer Assisted Learning with Dr. Eamer, I assumed the course would be interesting, but how would a course centred on culture fit into a larger educational technology graduate program? In the 21st-century, learning environments are changing as there are "more and more concerned not only with teachers, but also with the learners and their context” (Male & Palaiologou, 2015, p.218). In other words, 21st-century learning demands we revisit, reexamine, and search for alternatives to our unconscious worldview which may “involve a break away from traditional pedagogy to promote a different view of the learning process, and the image and roles of children and educators” (Oliviera–Formoshino & Formoshino, 2012, p.9). 21st-century pedagogy must involve ‘the ecology of the community” (Male and Palaiologou, 2012) and it is this “it takes a village to raise a child” pedagogical view that leads to Artifact Ten: Youth Culture Presentation & Video Synopsis.
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Leading a session on the topic of youth culture and its effects on 21st-century pedagogy, I based my presentation on Vannatta, K., Gartstein, M.A., Zeller, M. & Noll, R.B’s (2009) Peer acceptance and social behavior during childhood and adolescence: How important are appearance, athleticism, and academic competence? Focusing on how physical attractiveness, athleticism, and academic competence affect peer acceptance, this article (and the presentation designed around it) asks whether these associations have immediate and/or long-term effects on social and cognitive development (Vannatta et al., 2009).
Of note, during the design of the presentation, I realized that educators often unconsciously assume through “perceptual bias”, that more attractive children are somehow more intelligent than their less attractive peers (p. 304). We may design our pedagogy with 21st-century skills development in mind, but fail our students through the perception of attributes that have nothing to do with comprehension. As I worked through this presentation (and the course as a whole), I became aware that gaining an understanding of the social and cultural aspects of education is critical to the design of sound pedagogy. What is the point of delving deeper in the concepts of educational technology when, as educators, we need to understand our students on a culturally level before we can engage our students?
Of note, during the design of the presentation, I realized that educators often unconsciously assume through “perceptual bias”, that more attractive children are somehow more intelligent than their less attractive peers (p. 304). We may design our pedagogy with 21st-century skills development in mind, but fail our students through the perception of attributes that have nothing to do with comprehension. As I worked through this presentation (and the course as a whole), I became aware that gaining an understanding of the social and cultural aspects of education is critical to the design of sound pedagogy. What is the point of delving deeper in the concepts of educational technology when, as educators, we need to understand our students on a culturally level before we can engage our students?
Artifact Ten: Youth Culture Preentation
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