"Youth Amplified": Using Critical Pedagogy to Stimulate Learning through Dialogue at a Youth Radio Show

Autor/in	Cooper, Adam
Titel	"Youth Amplified": Using Critical Pedagogy to Stimulate Learning through Dialogue at a Youth Radio Show
Quelle	In: Education as Change, 20 (2016) 2, S.44-66 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
DOI	10.17159/1947-9417/2016/732
Schlagwörter	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); South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Kritische Theorie; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Rasse; Abstammung; Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Research method; Forschungsmethode; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Dialog; Dialogs; Dialogue; Dialogues
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01