ERIC Number: EJ1355804
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1946-7109
Flux Pedagogy for Equitable and Humanizing Education
Ravitch, Sharon M.
Penn GSE Perspectives on Urban Education, v19 n2 Spr 2022
Flux pedagogy refers to the integration of relational and critical pedagogy frameworks into a transformative and responsive teaching approach. It is constructivist, student-centered, relational, adaptive, and reflexive; it's a humanizing pedagogy that can help educators to examine the goals and processes of schooling in this moment of extreme uncertainty with a goal of fomenting mutual, collective, durable individual and societal growth, learning, and transformation. Flux pedagogy integrates critical relational frameworks into a complex adaptive pedagogical approach that identifies and addresses lived problems as a form of radical learning towards informed action, particularly through the use of participatory approaches and critical pedagogy practices such as racial literacy storytelling, communal re-storying, counter-storytelling, and critical dialogic engagement peer inquiry groups. The primary dimensions of flux pedagogy are: (1) Inquiry Stance Pedagogy; (2) Trauma-Informed/Healing-Centered Pedagogy Radical Compassion/Self-care/Self-Love; (3) Emergent Design, Student-Centered, Active Pedagogy; (4) Critical Pedagogy and Storytelling; (5) Racial Literacy Pedagogy; and (6) Brave Space Pedagogy. In this article, Sharon M. Ravitch discusses each dimension and offers their integration--flux pedagogy--as a generative heuristic for equitable, responsive, ethical pedagogies. She offers strategies for enacting flux pedagogy with students and colleagues in ways that support the co-construction of courses as brave space communities of practice in a moment where people need more of these affirming and generative professional spaces (Arao & Clemens, 2013; Lave & Wenger, 1991). [This article is an edited and updated reprint of "Flux Leadership: Leading for Justice and Peace in & beyond COVID-19" (EJ1275876).]
Descriptors: Teaching Methods, Critical Theory, Transformative Learning, Student Centered Learning, Constructivism (Learning), Social Change, Literacy, Race, Story Telling, Inquiry, Active Learning, Trauma, Daily Living Skills, Altruism, Ethics, Equal Education, Heuristics
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A