ABSTRACT

The apparent disconnect between the theoretical breadth of critical pedagogies and practice-based research creates challenges for educators wanting to implement critical pedagogy frameworks. I offer a case-study of a critical arts after school program, Hip-Hop Learners, to explore the ways design principles functioned as cultural artifacts, mediating the relationship between critical theory and pedagogical practice. Drawing upon ethnographic and theories of action methodologies, the primary design principles of Hip-Hop Learners were apprenticing youth in domain practices and dispositions, supporting heterogeneity in learning pathways and interests, and fostering youth agency in shaping their learning trajectories. These design principles were most salient when educators responded to students’ needs in the moment, reflecting a practice called pedagogical improvisation. Pedagogical improvisation helped connect the theoretical value of the design principles to their pedagogical actuality, demonstrating how design principles were not static theoretical constructs but fluid and pedagogically contextual artifacts for expanding learning opportunities. These findings offer insights for supporting critical educators by interrogating 1) the exogenous and endogenous nature of design principles as cultural artifacts, 2) pedagogical improvisation to support critical reflection and praxis, and 3) the risks of replicating teacher-centered pedagogies.

摘要

批判教育学的理论广度与基于实践的研究之间的明显脱节，为希望实施批判教育学框架的教育工作者带来了挑战。我提供了一项课后批评艺术的案例研究，即嘻哈学习者，以探讨设计原则作为文化人工制品发挥作用的方式，从而调解批判理论与教学实践之间的关系。借鉴民族志和行动方法论的理论，嘻哈学习者的主要设计原则是使青年人掌握领域实践和性格，支持学习途径和兴趣的异质性，并促进青年机构塑造他们的学习轨迹。这些设计原则最重要的一点是，当教育工作者对学生的需求做出回应时，反映了一种称为教学即兴创作的做法。教育即兴创作帮助将设计原则的理论价值与其教学现状联系起来，证明了设计原则如何不是静态的理论构造，而是流动的和教学法的上下文人工产物，以扩大学习机会。这些发现通过质疑1）设计原则作为文化制品的外生性和内生性，2）教学即兴创作以支持批判性反思和实践以及3）复制以教师为中心的教学法的风险，为支持批判教育者提供了见识。展示了设计原理如何不是静态的理论构造，而是如何利用流体和教学法的上下文工件来扩展学习机会。这些发现通过质疑1）设计原则作为文化制品的外生性和内生性，2）教学即兴创作以支持批判性反思和实践，以及3）复制以教师为中心的教学法的风险，为支持批判教育者提供了见识。展示了设计原理如何不是静态的理论构造，而是如何利用流体和教学法的上下文工件来扩展学习机会。这些发现通过质疑1）设计原则作为文化制品的外生性和内生性，2）教学即兴创作以支持批判性反思和实践，以及3）复制以教师为中心的教学法的风险，为支持批判教育者提供了见识。