•
Valuing the voices of students and actively soliciting and value of current and
perspectives.
•
Pursuing systematic and frequent student feedback and to inform program
development.
•
Taking informed action based (at least in part) on the reported experiences and
viewpoints of students.
Section II: Outcomes and Methods
Learner/participant outcomes
It is intended that participants will be given the opportunity to learn more about one alternative
education program’s attempts to learn from the voices of its graduates. Limitations to this
approach will be discussed, as will implications for other teacher education programs seeking to
strengthen their vision and practice.
Methods
During the first part of the session, the paper’s presenters will briefly discuss the nature of the
program and faculty’s commitment to critical self-dialogue. The next part of the session will be
guided discussion so that participants may grapple with possible implications for their programs.
Bibliography:
Giroux, H. A. (1994). Disturbing pleasures: Learning popular culture. New York:
Routledge.
McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the
foundations of education (3
rd
e.). NY: Longman.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San
Francisco: Jossey-Bass.
Wink, Joan (2000). Critical pedagogy: Notes from the year world. New York: Addison-
Wesley Longman, Inc.
Convention