Teaching for Democracy and Social Justice in Rural Settings: Challenges and Pedagogical Opportunities

  • Lydiah Nganga
  • John Kambutu
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 6)

Abstract

The College of Education at the University of Wyoming has a unique mission that focuses on preparing “competent and democratic professionals.” As faculty in the college, we are committed to advancing this mission by teaching our preservice teachers principles of democracy and social justice. In addition to teaching our students about the process of socialization (Harro, 2000), we explore the meaning of knowledge, that is, how and why knowledge is constructed. Knowledge is not neutral. Rather, it is a constructed instrument of “domestication,” utilized effectively by the dominant culture to preserve its power and privilege. Freire (1997, p. 44) argued that such an education “in the service of domination cannot cause critical and dialectical thinking; rather it stimulates naïve thinking about the world.” To teach for democracy and social justice, which we contend is a form of critical pedagogy, educators must utilize a pedagogy that seeks critical understandings of reality.

Keywords

Egypt Defend Doyle 

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Copyright information

© Springer Science + Business Media B.V 2009

Authors and Affiliations

  • Lydiah Nganga
  • John Kambutu

There are no affiliations available

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