Transformative Pedagogy:


This type of pedagogy utilizes critical inquiry to relate student experience to broader social issues and to promote them to take action. It promotes students discussion of social issues that could be transformed through their democratic participation and social action. Jim Cummins and Dennis Sayers see transformative pedagogy as a means for achieving "global learning networks" (1995, p.153). In this type of pedagogy promoting cultural literacy is intricately tied to encouraging democratic participation. Transformative pedagogy shares some aspects with progressive pedagogy, but also goes a step further using social awareness activities as more than just a forum for a short-term activity or discussion. It also builds "student awareness of democratic ideals and gives them the academic and critical literacy tools they will need for full participation" (Cummins & Sayers, 1995, p. 155).

The following are eight interwoven components that are reflected in curriculum and classrooms oriented toward collaborative critical inquiry (ibid, p. 155). Not only do they provoke more interest, but discussion, and participation as well.

  1. Grounded in the lives of the students
  2. Critical: causes students to pose essential critical questions
  3. Multicultural, anti-racist and pro-justice
  4. Participatory, experiential
  5. Hopeful, joyful, kind, visionary
  6. Activist
  7. Academically vigorous
  8. Culturally sensitive

Additional sources of Classroom Transformation Are:

Crowell, Sam, Caine, Renate N., & Caine, Geoffrey (1998), The Re-Enchantment of Learning: A Manual for Teacher Renewal and Classroom Transformation, Zephyr Press: Tuscon.

Cummins, Jim & Sayers, Dennis (1995), Brave New Schools, St. Martin's Press: New York.

Oakes, Jeannie, & Lipton, Martin (1999), Teaching to Change the World, McGraw-Hill College: Boston

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