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Power and pedagogy22 shree p devkota

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Power and pedagogy22 shree p devkota

  1. 1. Shree Prasad DevkotaM. Phil. (Development Studies)First SemesterPower and PedagogyKathmandu UniversitySchool of EducationBalkumari, Lalitpur201305/17/13 1spdevkota@kusoed.edu.np
  2. 2. • Power and its dimensions• Pedagogy• Language as means of power• Types of power in pedagogy• Hidden power in pedagogy (Nepalese context)• Consequences of power in pedagogy (Nepalesecontext)• Conclusion and further discussionPresentation outline05/17/13 2spdevkota@kusoed.edu.np
  3. 3. Power means the ability to make decisionsand put them into practice – to be in control.Power is the vital part needed to makepolicies and institutions work effectively.(CARE Nepal, 2004)The ability or capacity to perform or actefficiently and have some kind of control inthe respective environment.Power05/17/13 3spdevkota@kusoed.edu.np
  4. 4. Sources and types of powerSources of power:Politics, property and prestige(education, position, status etc)Types of power:political and social, economical, religiousand cultural; and ancestral05/17/13 4spdevkota@kusoed.edu.np
  5. 5. Level of power relation:There exist a power relation betweenpeople at household, community andnational level. This relationship ishistoric and deep rooted.Form of power relation:The power relation exists in terms of :Gender, Caste, Class, Ethnicity, Religion,Region/geographyLevel and Form of power relation05/17/13 5spdevkota@kusoed.edu.np
  6. 6. •Pedagogy is the integrated form ofcurriculum, teaching learning activities,hidden curriculum, instructional strategies,theories and so forth.• The principles, practice, or profession ofteaching• The activities of educating or instructing;that impart knowledge or skill(http://www.thefreedictionary.com/pedagogy)Pedagogy05/17/13 6spdevkota@kusoed.edu.np
  7. 7. • Language that reinforces knowledge cancome through the way of stories, memories,songs, proverb etc• Language, Culture and Biotic factors areintrinsically linked or have mutualrelationship.• Language as medium to understandparticular culture and/or manifestations ofbehavior, (L. D. Awasthi, 1stApril, 2011, M.Phil. class lecture)• With the gradual loss of some language, wewill be loosing priceless knowledge.Language as means of pedagogy05/17/13 7spdevkota@kusoed.edu.np
  8. 8. Types of power in pedagogyIntrinsic (what it is?) - being powerExtrinsic (what it has?) – having powerFunctional (what it can do?) – position/ use powerAccording to Awasthi, 2004,Nepali language “is” rich, high class, standard,graceful, diverse, noble, pure, sweet, interesting.Nepali “has” textbooks, reference materials,dictionaries, rich literature, authors, writers,poets, trained teachers, experts, scholars, statesupport, money and so on.“can do” are people-to-people contact, masscommunication, religion etc. moreover it is meanto promote national identity.05/17/13 8spdevkota@kusoed.edu.np
  9. 9. Understanding Pedagogy and Powerspdevkota@kusoed.edu.np905/17/13
  10. 10. • National anthem (particularly of previousnational anthem of Nepal)• Photograph of King and Queen in the text book.• History of Shah dynasty in the curriculum andcourse book• State ruling system as a separate andcompulsory course i.e. “Panchayat” duringPanchayat era.Hidden power in pedagogy (Nepalesecontext)05/17/13 10spdevkota@kusoed.edu.np
  11. 11. • Due to dominating role of Nepali language, the gapsbetween ruler and ruled have widen leading to social,economic and political inequalities.• Linguistic diversity is at risk and minority languagesare in threat.• Medium of education as medium of power• NNS students dropout, repetition and failure rates ishigher• Contradiction and inconsistency between theconstitution and the education act: “The medium ofinstruction shall be Nepali. However, education at theprimary level may be provided through mothertongues…” (Clause 7 of the education act)(Awasthi, 2004)Consequences of power in pedagogy (Nepalesecontext)05/17/13 11spdevkota@kusoed.edu.np
  12. 12. • The choices of language and pedagogyare contributing to the reproduction ofpresent power relation in the educationsystem ( Bourdieu and Wacquant, 1992as cited in Awasthi, 2004)• If policies or government is strong itcan have Positive result while it mayundermine the creativity, wider thinkingof pupil.Conclusion and further discussions05/17/13 12spdevkota@kusoed.edu.np
  13. 13. • It cannot create just society if theeducation only serves reproduction ofpresent power relations.• Pedagogy in the critical senseilluminates the relationship amongknowledge, authority, and power.• How can we see power in pedagogy incurrent context of nation restructuring?(for further discuss)Conclusion and further discussions05/17/13 13spdevkota@kusoed.edu.np
  14. 14. Awasthi, L. D. (2004). Exploring monolingualschool practices in multilingual Nepal. AnUnpublished Thesis for the degree ofDoctor of Philosophy. Danish Universityof Education, Copenhagen, Denmark.CARE Nepal, 2004. RBA training manual.Authorhttp://www.thefreedictionary.com/pedagogyhttp://pedagogyandpower.blogspot.com/References:05/17/13 14spdevkota@kusoed.edu.np
  15. 15. THANK YOU FORYOUR PATIENCE…05/17/13 15spdevkota@kusoed.edu.np