Document Type : Research Paper
Author
assistant professor, Shiraz University
Abstract
Introduction
In educational systems, curricula are often perceived as rigid directives that educators must strictly follow, which limits their agency and creativity. This article explores how teachers can critically engage with centralized curricula, emphasizing the ethical responsibility to adapt learning experiences to meet diverse student needs. Using a philosophical critique approach, it draws on Paulo Freire's ideas of dialogue, praxis, and conscientization, promoting an auto-ethnographic method for teachers to reflect on their practice and challenge centralized norms.
Method
This article deals with its subject using a philosophical inquiry approach, moving between theory and practice to critique centralized curricula. It utilizes Paulo Freire's perspective and proposes educational Auto-ethnography for teachers to engage critically. Alain Badiou's philosophical concepts are employed to theorize how Auto-ethnography can address the issues of a centralized curriculum.
Discussion
Freire advocates for a form of education grounded in social, cultural, and political realities, where praxis involves reflective action against injustice. This process fosters critical inquiry and deep understanding, allowing students and teachers to engage meaningfully with curricula. Auto-ethnography, a qualitative research method, focuses on personal experience and cultural context, encouraging teachers to engage in introspection and critical self-reflection. This approach enhances transparency, enabling educators to evaluate their roles and the impact of curricula on students, fostering proactive engagement rather than passive compliance. By intertwining personal narratives with cultural analysis, auto-ethnography promotes collective knowledge and transformation, aligning with Freirean principles of dialogue and critical awareness.
The work of Alain Badiou offers a theoretical lens for understanding the gaps in centralized curricula. Badiou’s concept of the "Event" presents a framework for recognizing the presence and absence of knowledge in educational contexts. He asserts that true change requires recognizing these gaps and working towards redefining structures based on new truths that emerge from classroom dynamics. Auto-ethnography facilitates this recognition, encouraging teachers to engage with the complexities of their roles and cultural networks.
Conclusion
Ultimately, the article argues for a shift in the perception of teachers from mere executors of curricula to transformative agents. Educational auto-ethnography empowers educators to embrace cultural sensitivity and authenticity, fostering a shift towards more decentralized curricula. While systemic change is challenging, engaging teachers as active participants in their educational contexts can promote a more dynamic and meaningful learning environment. Through critical reflection and self-examination, teachers can catalyze significant transformations in both their practice and their students’ educational experiences.
Keywords
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