'Youth Amplified': Using Critical Pedagogy to Stimulate Learning through Dialogue at a Youth Radio Show
Saved in:
| Title: | 'Youth Amplified': Using Critical Pedagogy to Stimulate Learning through Dialogue at a Youth Radio Show |
|---|---|
| Language: | English |
| Authors: | Cooper, Adam |
| Source: | Education as Change. 2016 20(2):44-66. |
| Availability: | Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 Grade 11 Grade 12 |
| Descriptors: | Youth, Critical Theory, Radio, Foreign Countries, High School Students, Teaching Methods, Race, Informal Education, Case Studies, Research Methodology, Grade 10, Grade 11, Grade 12, Semi Structured Interviews, Dialogs (Language) |
| Geographic Terms: | South Africa (Cape Town) |
| DOI: | 10.17159/1947-9417/2016/732 |
| ISSN: | 1682-3206 |
| Abstract: | In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used "race" as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation. |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2016 |
| Accession Number: | EJ1121914 |
| Database: | ERIC |
| Abstract: | In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used "race" as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation. |
|---|---|
| ISSN: | 1682-3206 |
| DOI: | 10.17159/1947-9417/2016/732 |
