Abstract
Scholars of critical pedagogy have long argued for the transformation of schools from oppressive to emancipatory. Although Knowledge Building Communities (KBCs) were initially designed to achieve epistemic goals there exists a significant overlap between the theory underlying the KBC approach and Freire's notion of problem-posing education. Therefore, we asked how KBCs could mediate some key features of problem-posing. In this paper, we present qualitative findings from an exploratory case study of a KBC that was designed for the purpose of problem-posing. Our findings indicate that repurposing KBCs to achieve ethical aims holds promise, and we conclude with some specific question that we believe would be worthwhile to investigate in future studies.
Original language | English |
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Title of host publication | International Collaboration toward Educational Innovation for All |
Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 35-42 |
Number of pages | 8 |
ISBN (Electronic) | 9781737330653 |
State | Published - 2022 |
Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022 |
Publication series
Name | Proceedings of International Conference of the Learning Sciences, ICLS |
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ISSN (Print) | 1814-9316 |
Conference
Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
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Country/Territory | Japan |
City | Virtual, Online |
Period | 6/06/22 → 10/06/22 |
Bibliographical note
Publisher Copyright:© ISLS.
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education