ABSTRACT

Classroom pedagogy has a big role to play in developing democratic citizens. Henry Giroux proposes pedagogy of democratization that puts particular emphasis on problematizing the threats to democratic values for ensuring democratization. Literature on classroom pedagogies for democratization proposes to promote democratic practices in the classroom. However, studies on actual classroom practices for democratization do not specifically focus on the interrelationship between problematization and democratization in the classroom. Overall, focus on examples of classroom practices appears inadequate while classroom teachers need to know “what should actually go on in the classroom” for democratization. Therefore, drawing on Giroux’s idea of “pedagogy of democratization,” this paper revisits two classroom examples of critical pedagogy and Islamic pedagogy already documented in literature to tease out examples of classroom practices for democratization. The classroom examples are re-interpreted and compared with a particular focus on the context of Bangladesh. The re-visitation of the classroom examples fleshed out the nuances and the complexities of classroom practices for democratization. Thus, this study responds to the teachers’ need for examples of classroom practices for democratization.

摘要

课堂教学法在培养民主公民方面发挥着重要作用。亨利·吉鲁 (Henry Giroux) 提出了民主化教学法，特别强调对民主价值观的威胁进行问题化，以确保民主化。关于民主化课堂教学法的文献建议在课堂上促进民主实践。然而，关于民主化实际课堂实践的研究并没有特别关注课堂中问题化和民主化之间的相互关系。总的来说，关注课堂实践的例子似乎是不够的，而课堂教师需要知道“课堂上实际应该做什么”以实现民主化。因此，借鉴吉鲁的“民主化教学法，”本文重新审视了文献中已经记录的批判教学法和伊斯兰教学法的两个课堂例子，以梳理出课堂实践民主化的例子。课堂上的例子被重新解释，并与对孟加拉国背景的特别关注进行了比较。重新审视课堂实例，充实了民主化课堂实践的细微差别和复杂性。因此，本研究回应了教师对民主化课堂实践实例的需求。重新审视课堂实例，充实了民主化课堂实践的细微差别和复杂性。因此，本研究回应了教师对民主化课堂实践实例的需求。重新审视课堂实例，充实了民主化课堂实践的细微差别和复杂性。因此，本研究回应了教师对民主化课堂实践实例的需求。