Abstract
Understanding concepts from the perspective of the learner is a crucial but often overlooked notion in education. We argue that children’s concepts are based in a logic which is not always identified or acknowledged by adults, and therefore the children’s perspective is not always taken into account when designing the curriculum. Our paper addresses pedagogical approaches and bridging diversity and communities. Examples from our research illustrate our agreement with Freire (Pedagogy of the Oppressed. Continuum, New York, 1970) that: “One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people.”
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Notes
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Stories to Connect with: disadvantaged children creating phygital community artefacts to share their life-narratives of resilience and transformation (AHRC-funded project, 2015–2017).
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Satchwell, C., Larkins, C. (2018). Chapter 2.3: Children and Young People in Dialogue with Researchers to Create Connections in the Community and the Classroom. In: Melling, A., Pilkington, R. (eds) Paulo Freire and Transformative Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-54250-2_10
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