Please use this identifier to cite or link to this item:
Title: Advancing the Goals of Problem-Posing Education in a Knowledge Building Community: An Exploratory Case Study
Authors: Cohen, Etan
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Cohen, E. (2022). Advancing the goals of problem-posing education in a knowledge building community: An exploratory case study. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 35-42). International Society of the Learning Sciences.
Abstract: Scholars of critical pedagogy have long argued for the transformation of schools from oppressive to emancipatory. Although Knowledge Building Communities (KBCs) were initially designed to achieve epistemic goals there exists a significant overlap between the theory underlying the KBC approach and Freire’s notion of problem-posing education. Therefore, we asked how KBCs could mediate some key features of problem-posing. In this paper, we present qualitative findings from an exploratory case study of a KBC that was designed for the purpose of problem-posing. Our findings indicate that repurposing KBCs to achieve ethical aims holds promise, and we conclude with some specific question that we believe would be worthwhile to investigate in future studies.
Description: Long Paper
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_35-42.pdf317.3 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.