Mon 10/25 Banking vs Problem posing Cucinelli, G., & Steinberg, S. (Apr 30, 2012).Paulo Freire Documentary Seeing Throu

Mon 10/25 Banking vs Problem posing

Cucinelli, G., & Steinberg, S. (Apr 30, 2012).Paulo Freire Documentary Seeing Through Paulo's Glasses: Political Clarity, Courage and Humility (Links to an external site.). A 16:22 min video documentary from the Freire Project.

Freire, Paulo. 2014 [1970]. Selections from Pedagogy of the oppressed: 30th Anniversary Edition. NY: Bloomsbury Academic. [You can access the whole book here through the UW library (Links to an external site.).] Preface (pp 35-40) and chapter 2 (pp 71-86)

(May 13, 2020). Schooled for democracy (Links to an external site.). Scene on Radio, from the Center for Documentary Studies.

Life Hack:

Smith, Stephen (Sep 19, 2019). Ditching the lecture for active learning (Links to an external site.). American Radio Works documentary from American Public Media. A 19 min podcast documentary about shifting from lectures to active learning.

Wed 10/27 Citizenship Schools & Highlander

Phenix, Lucy Massie and Selver, Veronica (1985). You Got to Move: Stories of Freedom in the South (Links to an external site.). Feature film available via the UW libraries.

Life Hack:

(July 2, 2018). The Edge Effect (Links to an external site.). Hidden Brain from NPR. A 38 min podcast about the innovative value of working with others who are different from us.

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To do well in this assignment, first do the listening, viewing and reading. Use note taking strategies for identifying interesting and/or useful claims the sources make. Next, sit down and sketch out an outline for how you will write your paper. Your paper should have the following elements:

  1. This week you will design a workshop session that builds citizenship skills. There are two parts to this:
    1. First, read and watch Freire and get to know the argument that he is making about education and power. Then, listen to Schooled for democracy, Ditching the lecture for active learning (Links to an external site.), and The Edge Effect (Links to an external site.) and watch the film, You Got to Move: Stories of Freedom in the South (Links to an external site.). How does Highlander run their workshops and retreats? What are the tools from the other materials on how we learn? Here are some things to take notes on when watching and listening:
      1. What are the stated desired outcomes? What are the organizers/educators trying to accomplish?
      2. What are the practices that they engage? What do they say and do? How does education actually happen?
    2. Second, identify one citizenship skill that you think is important that we practice. What would success look like for you in this goal (i.e., outcomes)? Then match the tools from Freire, the Life Hack materials, and Highlander to that desired outcome to design a workshop session that helps to get us there. What can we actually do together that will help us accomplish that goal (i.e., practices)?
  2. When it comes time to write, structure your writing into two parts:
    1. A lesson plan/workshop outline with a title, learning goals (outcomes) and activities (practices). Keep this to one page (single spaced).
    2. An explanation of what you drew on in making your planning decisions. What parts of what materials did you draw on in identifying your outcomes and practices? Why did you make the choices you did based on your learning? One paragraph per claim, please, with a nice logical paragraph structure (claim, evidence, link). Keep this to one page, please (double spaced). 
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