The six pillars of teaching and learning
Towards pedagogies of risk in P-20 classrooms
Bibliographic Data
| ID | 21747161 |
|---|---|
| Authors | Asif Wilson (0000-0002-5534-0884, University of Illinois Urbana-Champaign, corresponding author) |
| Year | 2024 |
| Volume | 21 |
| Issue | 4 |
| Pages | 532-554 |
| Publication date | 2024-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2022.2154290 |
| OpenAlex | W4311685474 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
This case study explored a pedagogical reinvention and extension of Paulo Freire’s popular education approach. To do so, the author drew on interview data with program participants and reflections of his own experiences as one of two adult educators in a yearlong Fellowship program for high school graduates. Relationships, relevance, revolution, recognition, responsiveness, and reflection all emerged as characteristics of teaching and learning within the setting. These emergent themes are presented as a six-pillar framework for liberatory teaching and learning, coined a Pedagogy of Risk. As argued in this study, this pedagogical model may provide educators with a framework useful in creating more liberatory educative spaces that support students’ critical readings and (re)writings of the world
Mathematics education · Pedagogy · Political science · Sociology · Computer Science · Critical and Liberation Pedagogy · Critical Race Theory in Education · Global Educational Policies and Reforms · Psychology
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| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |