Based on perspectives of education theorist’s such as Paulo Freire, Maxine Greene, and Jean Piaget, this session will focus on launching transformative learning, by triggering cognitive dissonance, disruption, and/or disequilibrium through the use of critical curricula. Participants will be provided foundational aspects to creating this type of learning experience based on theory, practical examples, and research, prior to being guided through discussions and brainstorming.

Based on education theorist’s perspectives such as Paulo Freire, Maxine Greene, and Jean Piaget, this session will focus on launching transformative learning, by triggering cognitive dissonance, disruption, and/or disequilibrium through the use of critical curricula. Participants will be provided foundational aspects to creating this type of learning experience prior to being guided through discussions and brainstorming. Three foundational aspects to be presented are One, a snapshot of critical theorists’ perspectives (previously listed). Two, examples of “disruptive” assignments within critical curricula in teacher education courses. Three, highlights of case study research conducted by the presenter on implemented critical curricula. Moreover, the created learning environment and tone will be discussed as context to teaching from a critical perspective (Palmer, 2007). Participants will be guided through a discussion and brainstorming session to determine opportunities for creating cognitive dissonance, disequilibrium, or constructing disruption for their respective learners, and should leave the session with ideas to implement in their teaching. Additionally, the presenter will share a handout of examples focusing on cross-curricular experiences to help support these specified aspects of launching transformative learning.

Freire, P. (1970). pedagogy of the oppressed. New York, NY: Continuum International.

Freire, P. (1974). Education for critical consciousness. New York, NY: Continuum.

Freire, P. (1998). Pedagogy of freedom, ethics, democracy and civic courage. Lanham, Maryland: Rowman and Littlefield Publishers, Inc.

Greenleaf, C., & Weiller, K. (2005). Perceptions of youth obesity among physical educators. Social Psychology of Education, 8(4), 407-423.

Greene, M. (1988). The dialectic of freedom. New York, NY: Teachers College Press.

Hoffman, J., Chaykin, D., HBO Documentary Films., Institute of Medicine (U.S.), Center for Disease Control., National Institutes of Health (U.S.), & Kaiser Permanente. (2012). The weight of the nation. New York: HBO Home Box Office

Houser, N. (2008). Cultural plunge: a critical approach for multicultural development in teacher education, Race Ethnicity and Education, 11:4, 465-482. doi:10.1080/13613320802479034

McIntosh, P. (1992). White privilege: Unpacking the invisible knapsack. Multiculturalism, 30-36.

Nieto, J. (2006). Cultural Immersion as a Means of Promoting Self-Awareness and Cultural Sensitivity among Student Teachers. Teacher Education Quarterly.

Piaget, J. (1972). The principles of genetic epistemology. New York: Basic Books

Sage, G. H. (1990). Power and ideology in American sport: A critical perspective. Champaign, IL: Human Kinetics.

Sage, G. H. (1997). Sociocultural aspects of human movement: The heritage of modernism, the need for a postmodernism. In J. M. Fernandez-Balboa, Critical postmodernism in human movement, physical education and sport (pp. 11-26). Albany, NY: State University of New York Press.

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA, Sage Publications.

Shirts, R. G. (1969). Starpower. Western Behavioral Sciences Institute.

Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications. Chicago Press.

Sparkes, A. C., (1992). Research in physical educiaotn and sport: Exploring alternative visions. Brisol, PA: The Falmer Press.

Tinning, R. (1997). Performance and participation discourses in human performance: Toward a socially critical physical education. In J.-M. Fernandez-Balboa, Critical postmodernism in human movement, physical education and sport (pp. 99-120). Albany, NY: State University of New York Press.

50-Minute Interactive Session

Launching Transformative Learning