Narration, Place, and the Social
Chapter 3. Social Norms and Social Change: Class and Belonging in Critical Education Programs
← 36 | 37 →
· 3 ·
SOCIAL NORMS AND SOCIAL CHANGE: CLASS AND BELONGING IN CRITICAL EDUCATION PROGRAMS
This chapter elaborates on the role of social dimensions of practical experience or social practice in critical situated education. To do so, it draws on research conducted at three school programs with distinct social milieus and student demographics in British Columbia, Canada: a global education course, a public Montessori program, and a private residential United World College. Differing in scope and populations served, the social contexts and relations of each site were central to the critical learning undertaken, both in constraining and generative ways. The chapter examines how socially embedded practices constrain educators’ and students’ abilities to engage with critical issues in systematic ways. In particular, the variations in class background at the three sites suggest how the material realities of students’ lives strongly influence their future life paths, including in relation to their abilities to enact critical and activist identities. However, social dimensions of experience are not only mechanisms of social control, but also of social transformation. This chapter also explores the generative role of the social in contributing to critical learning and action. We discuss the potential productivity of sociality, particularly peer influence, in supporting the formation and practice of new social norms, or, in other words, the pedagogical possibilities of relational solidarities. With a more nuanced and deeper understanding of both the limiting ← 37 | 38 → and productive influences of the social dimensions of critical learning, we...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.