Critical Practice in Elementary Schools: Voice, Community, and a Curriculum of Life.

Abstract

This paper examines the differences and similarities in approaches to community, voice and curriculum among three Canadian elementary schools with respect to their potential to enact central aspects of a critical pedagogy: to extend voice to students and community; foster participatory, democratic education; and to cultivate critical reflection. The three schools offer different conceptions and practices. In one, a deficit model of education seems to dominate; in the second, we found an individual growth model of education; and in the third, a critical practice model of education was the foundation for more democratic educational practices. We argue that not all change initiatives and approaches are equally valuable, and that the latter model provides a more profound and just educational experience for students. [ABSTRACT FROM AUTHOR]