Open AccessEducators’ Perceptions of Performance-Based Approaches in Teaching Difference With Youth
Author(s) -
Madison E. Gaudry-Routledge,
Marni J. Binder
Publication year - 2020
Publication title -
learning landscapes
Language(s) - English
Resource type - Journals
ISSN - 1913-5688
DOI - 10.36510/learnland.v13i1.1009
Subject(s) - oppression , thematic analysis , pedagogy , qualitative research , perception , mathematics education , power structure , power (physics) , sociology , psychology , ethnography , political science , politics , social science , physics , quantum mechanics , neuroscience , anthropology , law
Recent research into critical pedagogy supports the implementation of performance-based practices into the classroom. This qualitative research explored the pragmatic ways in which youth, ages 8-17, are taught in Canada’s, specifically Ontario’s, education system on topics of difference and power. Through semi-structured interviews, four elementary and high school educators described their experiences using performance-based teaching in the classroom. A thematic analysis revealed that teachers found including such practices empowered students and influenced their understanding of their own identities as well as the systemic oppression of marginalized groups.