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1) Use the picture book "Welcome to Country" by Aunty Joy Murphy (2008) as the foundation for their inquiry-based learning experience.

2) Select a year level

3) Align your learning experience with a particular curriculum descriptor from the HASS curriculum (School Curriculum and Standards Authority, [SCSA], 2018)

OR

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🌱 'Welcome To Country' by Aunty Joy Murphy | @helloreaders. #readaloud #welcometocountry

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1) Use the picture book "I am Australian too" by Mem Fox as the foundation for their inquiry-based learning experience.

2) Select a year level

3) Align your learning experience with a particular curriculum descriptor from the HASS curriculum (School Curriculum and Standards Authority, [SCSA], 2018)

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I'm Australian Too by Mem Fox - Read Aloud

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Please indicate that you completed the Ziplet, by adding your name 

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Activity 2: Self-reflection and Evaluation

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Activity 2: Self-reflection and Evaluation

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1. Go to https://ziplet.com/

2. Join your class with code 558965

3. Respond to questions

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How do the main features of a critical-democratic education confirm, challenge, or reconceptualise your own thinking about HASS teaching and learning?

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Activity 2: Research Project to empower students

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Activity 2: Research Project to empower students

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1) What steps did Shutlz (2008) take to solve a major problem in his school?

2) Name 5 HASS curriculum-related community/school problems that you may consider using as a research project to empower students.

3) Select one of the above, and use your collective HASS content knowledge and your knowledge of the use of curriculum to plan a research project for your chosen year level.

Align your learning experience with a particular curriculum descriptor from the HASS curriculum (School Curriculum and Standards Authority, [SCSA], 2018)

Describe the project (steps)

Explain your project to the class

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Activity 1: Obstacles and Resources to empowering education

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Activity 1: Obstacles and Resources to empowering education

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Based on your own experience, make a list of obstacles and resources to empowering education and critical thought students bring to the classroom.

In regard to your own personal-professional identity as a future HASS teacher, what particular resources and obstacles do you bring to the classroom?  (Use the template on LMS)

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Obstacles and Resources to Empowering Education - Activity

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Use the 4 C's thinking Routine to
1.Identify key concepts around “Teachers and Students as Researchers”,

2.Make connections between theory and practice,

3.Consider implications for you as a teacher

4.Raise challenges around the concept of students as researchers

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What classroom strategies and learning experiences do Brodhagen, Hyde & McLure suggest in creating and sustaining democratic classrooms?

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Based on your own reading, provide a brief statement about how you understand the role and place of democratic education.

What would this look like, feel like and sound like in your classroom? (Use the Y-Chart template on the LMS)

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Activity 1:     Using the Tic-Tac-Toe Strategy, Bloom’s Taxonomy and multiple intelligences to… 

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Activity 1:     Using the Tic-Tac-Toe Strategy, Bloom’s Taxonomy and multiple intelligences to… 

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Create a series of activities for students to do that will enable critical thinking.

(Tic-Tac-Toe board template; Bloom's Taxonomy and Multiple Intelligence grids are available on LMS.)

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Activity 2: Thinking dispositions - habits of mind.

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Activity 2: Thinking dispositions - habits of mind.

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Watch the video, then select one of the Thinking routines on the 'Thinking Routines Matrix' (LMS) to:

Investigate one of the thinking routines

Write the instructional steps down

Write the purpose

Create a HASS learning experience using your thinking routine to encourage Critical Thinking. (include the HASS curriculum descriptor)

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Activity 1: Using Picture books to prompt Critical thinking WS Tuesday - 10:30

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Activity 1: Using Picture books to prompt Critical thinking WS Tuesday - 10:30

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PLEASE POST YOUR RESPONSE TO THE PADLET LINK IN THIS POST

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Activity 1: Using Picture books to prompt Critical thinking WS Monday - 10:30

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Activity 1: Using Picture books to prompt Critical thinking WS Monday - 10:30

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PLEASE POST YOUR RESPONSE TO THE PADLET LINK IN THIS POST

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Activity 1: Using Picture books to prompt Critical thinking WS Monday - 8:30

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Activity 1: Using Picture books to prompt Critical thinking WS Monday - 8:30

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PLEASE POST YOUR RESPONSE TO THE PADLET LINK IN THIS POST

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Prepare a simple T-Chart of practical conditions and strategies that both foster and constrain dialogue in the classroom

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T-Chart - Practical conditions and strategies that both foster and constrain dialogue in the classroom

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What values underpin dialogic education?

What are the barriers to dialogic education, and how can we address them?

What is the Teacher's role in dialogic education?

What is the Students’ role in dialogic education?

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What is dialogic education?

How does dialogic education differ from traditional ‘banking’ approaches?

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Explain and discuss the role of using “Topical Themes” to generate critical study within a problem-solving classroom.

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What new knowledge, skills and values are fostered in cultural studies

What teaching and learning strategies are appropriate to use to ensure student engagement?

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1.  Briefly describe what it means to adopt a cultural studies approach to HASS planning?

2.  Choose a piece of popular culture such as music, magazine, games, fashion, comics, pictures etc. of relevance to young children. Describe and share why you have chosen this particular object and how you might use it in the classroom.

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What kind of resources and strategies are relevant to a problem-posing approach?

How can we use current affairs to engage students in problem-posing?

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What are the key features of a problem-posing, situated and multicultural approach to teaching and learning?

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Using ideas garnered from your text (Shor), video presentations and readings, comment on the practical implications of problem-posing, situated and multicultural teaching for your own thinking and practice as a future HASS teacher.

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What does Shor mean by a democratic pedagogy?

What are the key democratic values that underpin this pedagogy?

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Based on your reading, reflection and writing for this week, write a personal response in terms of how you understand empowering teaching and its potential usefulness as a future H&SS teacher.

What things do you find helpful, problematic or puzzling?

What might it mean for your classroom practice – planning, strategies, organisation, materials?

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What does Shor mean by co-developing the curriculum with students (p.4)?

Explain why this is a key idea for democratic teaching.

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Make a list of classroom practices that you enjoyed/disliked in social studies at school.

Make another list of the qualities (things) you liked/disliked about your teachers.

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Evans (2004) suggests that what “began as a struggle among interest groups has gradually evolved into a war against progressive social studies” (p. 1). This influences both the current and future directions of the curriculum.

Use examples from both the ACARA and SCSA curricula to dispute or support this claim.

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Make a list of classroom practices that you enjoyed/disliked in social studies at school.

I enjoyed:

Participating in group discussions and debates that allowed me to hear multiple perspectives on historical events and social issues.

Engaging in mock trials, government simulations, or historical reenactments.

Teachers presenting history as a compelling story rather than a collection of isolated facts.

Examining historical documents, letters, and diaries.

Using documentaries, historical films, and digital resources to enhance engagement and comprehension.

I disliked:

Lessons that relied heavily on long lectures with minimal opportunity for interaction or engagement.

Limiting learning to textbook readings without discussions or activities.

Rushing through complex topics without needed expansion.

Failing to draw connections between historical events and their implications/ effects.

Minimising hands-on or inquiry-based learning opportunities in favour of passive learning approaches.

Make another list of the qualities (things) you liked/disliked about your teachers.

I liked:

When teachers demonstrated enthusiasm for the subject (made the lesson more engaging/meaningful).

Open-ended questioning rather than just note-taking and memorisation.

Teachers who fostered a positive and inclusive learning environment where students felt comfortable asking questions and sharing ideas.

Teachers who valued student perspectives and created an environment where diverse viewpoints were acknowledged and discussed.

Teachers who were able to understand that learning is not linear, and so if things needed to be explained a different way or revisited from a different perspective, they were able to adapt to this to benefit student learning.

I Disliked:

When content was delivered in a monotonous manner, relying heavily on PowerPoint presentations or textbook readings without interactive elements to lessons.

Teachers who did not care for or acknowledge student questions and critical thinking.

Teachers that created an environment where students felt uncomfortable seeking clarification or expressing their thoughts due to past judgements or comments.

Demonstrated preferential treatment toward certain students, leading to inequities in classroom dynamics.

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Emphasis on Traditional Content Over Critical Thinking:

Both ACARA and SCSA focus on historical content, requiring students to memorize facts, events, and figures.

Example (ACARA History): Year 9 History emphasizes events like World War II but doesn’t always encourage deep, critical inquiry into broader socio-political contexts or diverse perspectives.

This approach may prioritize factual recall over critical, progressive analysis.

Political Influence on Curriculum Content:

The ACARA curriculum has been criticized for political pressures affecting the way sensitive topics (e.g., Indigenous perspectives or colonial history) are presented.

Example (SCSA History): British Colonization of Australia may be presented simplistically to avoid controversy, which limits progressive, open discussion about the impacts on Indigenous communities.

This simplification can be seen as a way to appease certain societal groups, rather than promoting critical, progressive viewpoints.

Integration of Critical Thinking and Inquiry-Based Learning:

Both curriculam emphasize historical skills and inquiry-based learning, which encourage students to critically analyze sources, reflect on events, and consider multiple perspectives.

Example (ACARA History): In Year 6 History, students analyze the experiences of Australian migrants and the impact of migration, which promotes inquiry and progressive reflection on social issues.

Inclusion of Diverse Perspectives and Social Issues:

SCSA’s curriculum encourages students to explore a range of cultural and global perspectives, promoting progressive social studies values.

Example (SCSA Geography): Year 7 Geography encourages students to study sustainability and human impact on the environment, fostering critical thinking about global challenges.

Support for Evans: Political influences and traditional content focus sometimes hinder progressive approaches in the curricula.

Disagreement with Evans: There are still significant progressive elements, such as inquiry-based learning, critical thinking, and the exploration of contemporary social issues, within both the ACARA and SCSA curricula.

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Activity 2

·     Make a list of classroom practices that you enjoyed/disliked in social studies at school.

·     Make another list of the qualities (things) you liked/disliked about your teachers.

Classroom Practices

I enjoyed:

Engaging storytelling that made history feel alive

Hands-on projects (e.g., creating maps, timelines, or dioramas)

Watching documentaries or historical films

Group discussions on current events and their historical context

Excursions to museums or historical sites

Inquiry-based learning (researching a topic and presenting findings)

I disliked:

Memorising dates and facts without understanding context

Long lectures with little student interaction

Textbook reading and worksheet completion

Tests

Lack of real-world connections or relevance to today

Sitting passively without opportunities for discussion or debate

Teacher Qualities

I liked:

Passionate and enthusiastic about history/social studies

Made lessons engaging and interactive

Encouraged critical thinking and different perspectives

Used humour and storytelling to make topics interesting

Was approachable and encouraged questions

Connected historical events to real-life situations

Gave clear explanations and examples

Created a positive, respectful classroom environment

I disliked:

Monotone or uninspiring teaching style

Overly strict or unapproachable

Focused only on memorising instead of understanding

Didn’t encourage student participation or discussion

Unclear instructions or expectations

Showed bias in presenting historical events

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Evans' (2004) claim that social studies has become a battleground for competing ideologies is evident in both the ACARA and SCSA curricula, where elements of progressive education coexist with more traditional influences. While both curricula emphasize inquiry-based learning, critical thinking, and diverse perspectives—such as Indigenous histories and global citizenship—recent revisions have reinforced Western democratic values and national identity, particularly in history and civics education. This suggests an ongoing ideological struggle rather than an outright "war against progressive social studies," as elements of both traditional and progressive approaches continue to shape the curriculum.

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Make a list of classroom practices that you enjoyed/disliked in social studies at school.

Practices I enjoyed:

o   Creating maps,

o   Creating timelines

o   Acting out a fake election

o   Creative projects, e.g. making pamphlets, posters, iMovie’s, etc.

Practices I disliked:

o   Having to memorise important dates

o   Reading and answer questions from a textbook

o   Lessons when the teacher just read off a PowerPoint

o   Having tests as all the assessments.

Make another list of the qualities (things) you liked/disliked about your teachers.

Qualities I liked:

o   When they would encourage debates and discussions

o   Allowing students to have their own opinions

o   When they explained how history affected today

o   When they were passionate about the topic they were teaching

o   When they had a good sense of humour.

o   When they were approachable

Qualities I disliked:

o   When they would talk the whole lesson and not make it engaging for the students

o   When they didn’t have a passion for the subject.

o   When they didn’t explain topics well

o   Overuse of worksheets

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Things I Enjoyed in Social Studies:

1. Interactive discussions

2. Group projects

3. Field trips

4. Debates and role-playing

5. Use of visual aids (maps, charts, videos)

6. Storytelling by the teacher

Things I Disliked in Social Studies:

1. Lecture-heavy classes

2. Overemphasis on memorization

3. Repetitive worksheets

4. Material disconnected from real-world issues

5. Limited group interaction

Qualities I Liked in Teachers:

1. Engaging and enthusiastic

2. Supportive and approachable

3. Clear explanations

4. Fair and consistent

5. Creative teaching methods

6. Patient and empathetic

Qualities I Disliked in Teachers:

1. Strict and unapproachable

2. Uninspiring lectures

3. Unclear expectations

4. Partiality or bias

5. Overly focused on discipline

6. Lack of flexibility in teaching methods

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Classroom practices-

I enjoyed:

I remember creating a timeline for an assignment/activity and I enjoyed doing this

Creative assignments

I enjoyed watching documentaries/videos

Excursions

I disliked:

I often felt that SOSE (HASS) was more about memorising dates, rather than learning contents

Lots of similar worksheets

Lots of textbook work

Was a lot of copying notes from the board

Teacher qualities-

I liked:

I liked how passionate he was about SOSE

I liked how organised he was

He did show genuine interest in our learning

He gave us lots of feedback

I disliked:

My teacher was quite stern, and he would always choose someone at random, this made me feel anxious

He was quite strict, and had a very outdated style of teaching

I disliked the level of homework required during year 8-10

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Make a list of classroom practices that you enjoyed/disliked in social studies at school.

Enjoyed

Hands-on activities like working with maps

Group discussions where we could share opinions

Teachers telling stories to make history more interesting

Watching videos or documentaries instead of just reading

Games and quizzes

Disliked

Memorising a bunch of dates and names with no real context

Too much reading from textbooks

Doing the same types of worksheets over and over

Make another list of the qualities (things) you liked/disliked about your teachers.

Liked:

Made the subject exciting

Encouraged discussions and listened to thoughts

Used real-life examples that made things easier to understand

Gave helpful feedback

Supportive

Disliked:

Super strict or unapproachable - felt like we couldn’t ask for help

Obvious favouritism toward certain students

Gave little to no feedback, so it was hard to know how to improve

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Evans (2004) suggests that what “began as a struggle among interest groups has gradually evolved into a war against progressive social studies” (p. 1). This influences both the current and future directions of the curriculum. Use examples from both the ACARA and SCSA curricula to dispute or support this claim.

Reviewing the ACARA and SCSA curricula we can appreciate the intention of learning the HASS curricular to create active and informed citizens of Australia. The Evans (2004) reading suggests interested parties and groups have keen interest in either progressing or stagnating (historic) the social studies curricular due to such aspects economic, political, environmental, social and cultural in the humanities and social sciences. The Western Australian Curriculum rationale states "Humanities and Social Sciences has a historical and contemporary focus, from personal to global contexts, and considers opportunities and challenges for the future (SCSA, 2014)" which still supports the idea of a particular conception of 'citizenship' and what it means to be good 'citizen' of Australia.

Overviewing the HASS - Scope and Sequence (SCSA, 2014) you can interrupt as viewed in the Evans (2004, pg3) reading Kliebvard's (1996) "interest groups theory" where we can view the historic Australian Colonialism as well as the Cross-Curricular priorities such as Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia and Sustainability which could be seen as progressive social studies aspects.

Other 'progressive' concepts that were considered how the Australian Curriculum (2014) has integrated a social education view by merging the Humanities and Social Science learning areas into four subjects:  Civics and Citizenship, Economics and Business, Geography and History rather then as social-science-as-separate-subjects (history, geography, government, economics, sociology and anthropology) that Thornton reading states can be the two differences in curricular for teaching and learning Social Studies or the Social Sciences.

The Western Australian HASS rationale also states;
"By studying Humanities and Social Sciences, students will develop the ability to question; think critically; make decisions based on evidence; devise proposals for actions; and communicate effectively." & "Thinking about, reflecting on, and responding to issues requires an understanding of the key historical, geographical, political, legal, economic, business and societal factors involved, and how these different factors interrelate."

This view and institutional momentum in democracy approach as well as social reconstructionism in the encouragement for the learner to be active participate and respond in their own learning and better understanding the world around them and of the 21st century.

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A democratic pedagogy according to Shor is “a teaching approach that gives all students an equal voice, shared collaborative learning and dialogue between student and teacher and that prioritises a student’s critical reflection, shared decision making and student efforts.” For example, instead of the teacher contributing to laying all the information down in one go, allow students to participate in giving little bits of information to form the learning topic for the lesson. This includes giving students specific roles in a roleplay, drama or even picking different students to answer any questions. Students will feel as if they are contributing more if they are having a turn at answering questions as well. Using Non volunteers as a teaching strategy is effective because students can see that their names are being picked at random, instead of being picked for whoever has their hand up.

Key democratic values:
- Empowerment of individuals
- Active engagement
- Social justice
- Creative and critical thinking
- Respect
- Equality and fairness

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According to Shor, democratic pedagogy is a teaching approach that actively involves students in their learning through participation, shared decision-making, and critical reflection. Rather than passively receiving information, students collaborate with the teacher to co-construct knowledge, fostering a classroom environment where every voice is valued. This pedagogy is grounded in democratic principles such as equity, respect for diverse perspectives, collaboration, critical thinking, and social justice. It encourages students to take ownership of their learning, promoting their engagement both in the classroom and within society.

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According to Shor, 'performance strike' is where the lack of meaningful participation alienates teachers and students which in turn causes lower productivity i.e. it is “an unorganised mass refusal to perform well, an informal and unacknowledged strike” (pg.20).

This alienation lowers their productivity. This lowered productivity

This is observed in university tutorials where the teacher does all the talking and the rest of the students are disengaged i.e. this reflects the traditional teacher- centred pedagogy.

The first thing would be to get to know the diverse range of students and get an insight into their needs, interests, passions and experiences. The next step would be then to tailor the curriculum and meet the needs of the students. The students are more likely to be engaged and be willing to participate in the learning. This will then allow for a child-centred pedagogy.

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Amber Trevor-Hunt 34479877 Mondat 10:30am class

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Amber Trevor-Hunt 34479877 Mondat 10:30am class

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Shor defines democratic pedagogy as an approach to teaching that actively involves the students in the learning process, fostering critical thinking, dialogue and shared decision-making. it also challenges passive learning and encourages students to question, analyse and engage with content in ways that are meaningful to their lives.

Key Democratic Values

-Student Agency and Voice

-Critical Thinking and Inquiry

-Equality and Inclusion

-Collaboration and Dialogue

-Social Responsibility and Justice

-Shared Decision-making

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In democratic pedagogy, as described by Shor, the key concepts include active participation, shared power, and collaborative learning between teachers and students. It challenges traditional teaching methods, encourages critical thinking, dialogue, and engagement with real-world issues. The approach aims to empower student by valuing their voices, fostering agency, and promoting social justice and equality in the educational processes.

In relation to thee key values that underpin this pedagogy, this includes;

Student Voice and Agency: Shor believes that students should be active participants in their own learning. This means giving them the power to contribute to the curriculum, make choices, and shape their educational experiences. Their opinions, ideas, and experiences are valued in the learning process.

Critical Thinking: Students are encouraged to question, analyze, and critique the world around them. The goal is to move beyond rote learning and promote a deeper understanding of social, political, and cultural issues. This aligns with the broader goal of empowering students to become active, critical participants in democracy.

Empowerment: Democratic pedagogy seeks to empower students by providing them with the skills and confidence to take control of their learning and their lives. This empowerment is not only intellectual but also personal and political, as students are encouraged to become agents of change in society.

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Personal Response: Empowering Teaching in HASS

Empowering teaching, as I understand it, is about equipping students with the skills, confidence, and critical thinking abilities necessary to engage with the world meaningfully. In the context of HASS (Humanities and Social Sciences), this involves fostering inquiry, encouraging diverse perspectives, and developing students’ ability to analyze and interpret information independently.

One aspect I find particularly helpful is the emphasis on student agency. When students feel that their voices matter and that they can actively shape their learning experiences, they become more engaged and motivated. Inquiry-based learning, for example, aligns well with this method, since it enables students to investigate the real world issues, ask meaningful questions, and develop their own conclusions. However, a challenge I foresee is balancing student-led exploration with curriculum demands. Ensuring that students meet required learning outcomes while still fostering autonomy requires careful planning and scaffolding.

For my future classroom practice, empowering teaching will influence how I plan lessons, select materials, and implement strategies. I would incorporate more student-centered learning experiences, such as debates, role-plays, and project-based assessments, to encourage critical thinking and collaboration. Additionally, I would aim to use a diverse range of resources—including primary sources, multimedia, and case studies—to ensure students engage with multiple perspectives. Organisation-wise, I would strive to create an inclusive, discussion-friendly classroom environment where students feel safe to express their thoughts and challenge ideas respectfully.

Ultimately, empowering teaching in HASS is about developing students who can think critically, engage with society responsibly, and feel confident in their ability to contribute to the world around them.

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Empowering teaching focuses on giving students control over their learning, fostering self-regulation, critical thinking, and real-world application of knowledge. For a future HASS teacher, this approach promotes deeper engagement, inclusivity, and allows students to explore topics from multiple perspectives.

However, challenges include balancing student autonomy with curriculum requirements and supporting students who may need more structure. In classroom practice, this would involve flexible, student-centered planning, differentiated instruction, and offering diverse resources to cater to different learning preferences. Despite the challenges, empowering teaching promises to enhance student agency, engagement, and personal growth, making it a valuable approach for future teaching.

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A democratic pedagogy, according to Shor, is an approach to teaching that applies the following key concepts: participation, shared power and collaboration between students and teachers. A democratic pedagogy allows students to be active in their learning and empowers them to take ownership of it. It builds confidence and agency amongst students and encourages critical thinking and progressive dialogue. If we want a promising future, we must empower each new generation.

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Deon Smith Tuesday 10.30 - 12.30 Workshop

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Deon Smith Tuesday 10.30 - 12.30 Workshop

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In Shor’s democratic pedagogy, education is a collaborative and student-centred process that emphasises interactive and meaningful learning. It encourages students to actively engage with content, think critically about ideas, and contribute their perspectives through open dialogue and group work to deepen their understanding. Equity is prioritised to ensure all students feel valued and can fully participate in learning regardless of their cultural or social background. This approach promotes student agency, giving learners more control over their education while building their confidence and independence. Learning is centred on students developing the ability to question and reflect critically on information to make informed opinions and decisions. Democratic pedagogy views education as an opportunity to develop responsible and capable citizens by providing student-centred learning experiences that supports students' academic and personal growth.

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Shor (1992) defines democratic pedagogy as a student-centered, participatory approach to education that challenges traditional, authoritarian teaching methods. It promotes critical thinking, active engagement, and shared decision-making in the learning process. Rather than passively receiving knowledge, students co-construct their understanding through dialogue, inquiry, and real-world connections.

Values include:

Student Participation & Voice

Critical Thinking & Problem-Posing

Teacher as Facilitator, Not Authority

Social Relevance & Real-World Connection

Collaborative Learning

Equity & Inclusion

Dialogue & Respect

Freedom & Choice

Social Justice Orientation

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Empowering education transitions from a teacher-centered model to one that prioritises students, valuing their experiences and viewpoints. As a prospective HASS teacher, I recognise the significance of participation as a crossroads between democracy and learning—students should engage critically, interrogate prevailing perspectives, and link their personal experiences to larger historical and social contexts.

A major challenge lies in balancing the demands of the curriculum with student-led inquiry. Traditional assessments often emphasise factual recall, which can hinder deep engagement. Additionally, some students may find it difficult to question authority or participate actively if they are accustomed to a passive learning style.

This approach transforms my planning, strategies, and resources. By incorporating inquiry-based learning, case studies, and role-playing, students can actively construct knowledge. Utilising diverse and representative materials ensures that students encounter various perspectives, while a flexible classroom environment encourages student contributions.

Ultimately, empowering education equips students to think critically, challenge assumptions, and become engaged citizens. Although it necessitates thoughtful scaffolding, its ability to foster meaningful and engaged learning makes it a compelling method for HASS education.

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·         Humanities and social sciences skills:

Such as questioning and researching; analysing; evaluating; communicating and reflecting.

This disputes the claim by showing the drastic change in curriculum since the 1900s. We are now teaching students to be curios about the world around them, and become advocates in society. I think these skills are very student centred.

·         Student engagement

Encourage educators to find resources/ plan learning activities that:

Draw on student’s personal experiences and interests

Build, extend, challenge perceptions

Explore other viewpoints

Involve past, present, future

Develop and make informed choices

Authentic real world contexts

Problem solving through discussions

Learning outside the classroom

Develop transferrable skills to other learning areas

Contribute to general capabilities and cross curriculum opportunities

Another student centred approach to thinking about the types of learning activities implemented in the classroom.

·         Ways of Teaching

Particularly for assessments: encouraged to answer reflective questions for educators and refer to the Judging Standards as examples

Provides examples of assessment for educators – large library of strategies

Assessment will be heavily influenced by the what and how of teaching social sciences. Educators are encouraged to think deeply about how they are assessing students’ understanding and move away from rigid testing

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Shor (1992) describes a performance strike as “An unorganised mass refusal to perform well” (p 35). They have expressed that the lack of participation impacts the classroom negatively, often resulting in isolation, lowers productivity, a lack of motivation, thus an unhappy classroom environment.

I believe that in the 21st century, the prevalence of motivation and engagement has been at the core of teacher anxiety. I see it during placement, on social media and the attitudes to education from my younger family members. Often this looks like teacher-centred lessons, and at times the unpredictability of student’s behaviour and perceptions of certain subjects.

In order to combat this, I think it would be beneficial to really take the time to get to know the students and use this as a reflection on attaining engagement and motivation for all subjects. One advice that I had taken to heart is the idea of ‘experiencing success’ and giving students this opportunity will help them realise that although learning doesn’t have to be a linear journey, it can also be enjoyable through trial and error.

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Shor's concept of democratic pedagogy emphasises student-centred, participatory learning where students actively engage in questioning, critical thinking, and dialogue. It challenges traditional, authoritarian teaching methods by encouraging collaboration between teachers and students in shaping the learning process. The key democratic values underpinning this pedagogy include equality, critical inquiry, student voice, empowerment, and social justice. These values promote an inclusive classroom where diverse perspectives are respected, and students develop the skills to analyse and challenge societal norms and power structures.

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To adopt an empowered approach to teaching is to equip students with the tools, confidence, and knowledge required for them to receive a quality education. This approach is holistic and student centred, with a focus on supporting the child through their learning, and the ways in which they learn best.

Helpful aspects of the approach is the encouragement of connecting unit content to student lives and their interests. This approach of making information more relevant and interesting to the students’ learning allows for an enriched learning experience. When students have high levels of interest in the content they are learning, they innately become more autonomous in their learning and seeking of new information. Students who display high levels of autonomy over their learning are able to work both individually and in group settings to a high standard of capability.

Within personal classroom practice, the adoption of empowered teaching encompasses knowing the students you teach, their interests, and current happenings in their world. This is in order to successfully plan a lesson with content that has been modified in order to be applicable to their lives. Gradual release of responsibility may present opportunities to engage learners, whilst developing their autonomy as individual and group learners.

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Democratic pedagogy is a student-centred approach, democratic meaning rule by the people. This pedagogy extends beyond governance and into education through valuing learners’ interests, backgrounds, and perspectives. This teaching philosophy creates an open and collaborative classroom environment where students actively shape their education through discussions, decision-making, and inquiry-based learning. At its core, democratic pedagogy cultivates critical thinking by encouraging students to examine topics deeply, connect them to personal experiences, and relate them to broader historical and societal contexts. By questioning established norms, analysing multiple perspectives.

Key principles of democratic pedagogy include student voice and choice, allowing learners to contribute ideas and direct aspects of their learning, collaborative learning, encouraging inclusivity and respect for diverse viewpoints. Inquiry-based learning promotes curiosity and deeper exploration of meaningful topics, while social and historical awareness encourages connections to real-world issues. Additionally, empowerment and agency help students recognise their ability to contribute meaningfully to their communities. By embedding democratic values in education, teachers create a classroom culture built on equity, participation, and shared responsibility, ensuring that all students feel heard, respected, and empowered in their learning journey.

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I think Shor means that democratic pedagogy is a pedagogy that empowers students to be involved in their learning, be curious, ask questions about the world around them, and collaborate/interact with peers and teachers. The key democratic values that underpin the pedagogy are “participatory, affective, problem-posing, situation, multicultural, dialogic, desocializing, democratic, researching, interdisciplinary, activist” (Shor, 1992, p.13).

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Shor's democratic pedagogy looks at shared power between teachers and students. This shared power fosters active participation with all students, and encourages dialogue and collaboration. It encourages students to think critically, challenge their assumptions, and engage with the learning.

Key democratic values include:

1. Equality: Ensuring all voices are heard and respected.

2. Participation: Involving students in decision-making.

3. Critical Thinking: Encouraging questioning of knowledge and power structures.

4. Collaboration: Creating a classroom culture of mutual respect and collective problem-solving.

5. Social Justice: Addressing inequities and valuing diverse perspectives.

This approach aims to empower students academically and as active societal participants.

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According to Shor, “In school and society, the lack of meaningful participation alienates workers, teachers, and students. This alienation lowers their productivity in class and on the job.” This means gaining the opportunity to engage purposefully in learning is required to encourage productivity and participation.

Death by PowerPoint! I have seen and experienced professional development and been in classes where meaningful student involvement was not included or required.  Motivation and investment with the content was very minimal. Productivity was often very low.

I would combat this in the classroom by planning lessons that incorporates real, and purposeful student engagement. Giving context and allowing students to understand the relevance of the task will also be a component I’d incorporate.

Shor, I. (1992). Empowering education : critical teaching for social change. The University Of Chicago Press.

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Classroom practices:

Enjoyed:

Watching the documentary and seeing the visuals, then doing the work on that.

group discussion and engaging in debates or different opinions.

Hands on work where we had something to show for our hard work.

Projects where we could choose towards our interest rather then a test.

Disliked:

Textbooks and reading long texts

Tests

Lack of connection to why this is important to learn for our current lives

Teacher qualities:

Had a depth of knowledge about a broad range of topics where a classroom conversation could happen at any point about something interesting that has come up.

Engaging, allowing healthy discussions while controlling the class.

Related everything back to why this is important to learn and the impact it had on our lives today.

Had mutual respect for all students

disliked:

A know it teaching approach

Only focused on what the teacher is interested in and not the class.

lessons are based on learning information for a test.

unorganised and lessons felt like they lacked meaning

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Ira Shor’s democratic pedagogy promotes equal participation between teachers and students, allowing students to have a say in what, how, and why they learn. It shifts the classroom from passive memorisation to dialogue, critical thinking, and shared decision-making. Teachers facilitate rather than dictate, empowering students to question knowledge, take ownership of learning, and engage in social change. This approach fosters collaboration, critical consciousness, and a democratic learning environment.

Key democratic values:

critical thinking

shared decision making

shared opinions

open communication

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Empowering teaching refers to providing teachers with the resources and the opportunity to personalise the learning to suit their student's needs. It aims to foster student engagement and improve learning outcomes. One thing I find helpful about this approach is the flexibility it offers teachers to complete the lesson material in the ways they know work to engage their students. This may mean there might be a more significant amount of planning due to less structure, but for some, this is precisely why they may adopt this teaching style.

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What resources and strategies are relevant to a problem-posing approach?

Strategies

Shor began new topics by posing questions or problems, then used the student's answers as jumping-off points.

What knowledge do they already have? Do others agree? What are the similarities and differences in opinion? Why?

Through debates and discussions, Shor collected information about what the students already knew. The students were active during the entire process and reflected on their own abilities and understanding whilst engaging in rich conversations with their peers. He conducted his student-centred approach from the beginning and used the student's ideas to design the curriculum.

He guided discussions by posing problems, not by giving traditional lectures or giving answers.

He asked students to reflect on what current events and issues matter to them. This further empowers the students to be active participants in what they learn. Songs, short films, and artefacts pose problems in a way that invites personal responses.

How can we use current affairs to engage students in problem-posing?

just as Shor did we can pose questions that stimulate self-reflection and critical thinking. What have the students already observed in the world? What are their experiences? What do they think and feel about these events and why do they think they respond in this way?

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What does Shor mean by a democratic pedagogy?

Shor’s concept of democratic pedagogy is rooted in critical pedagogy and emphasises student participation and critical inquiry. Rather than viewing education as a domino-like transmission of knowledge, Shor advocates for a learning environment where students and teachers co-construct knowledge through dialogue and active engagement. This approach challenges the traditional authoritarian structure of classrooms by promoting student agency, encouraging questioning, and fostering a sense of shared responsibility in the learning process. A key element of democratic pedagogy is its responsiveness to students’ lived experiences, ensuring that learning is relevant and empowering. The purpose of this model is to seek to cultivate critical consciousness, where learners reflect on social structures and their own roles within them.

What are the key democratic values that underpin this technology?

The foundation of democratic pedagogy is built upon core democratic values such as:

Equality

Freedom of Expression

Participation

Social Responsibility

These values ensure that all students, regardless of background, have an opportunity to contribute to their learning experience in a meaningful way. Freedom of thought and expression encourages open discussions, allowing diverse perspectives to be heard and critically examined. Participation and engagement ensure that learning is not passive but rather an interactive and collaborative process. In addition to this, democratic pedagogy promotes social responsibility by equipping students with the knowledge and skills necessary to engage with and challenge injustices in society. Central to this framework is the development of critical consciousness, inspired by Paulo Freire, which encourages learners to recognise and challenge oppressive systems while envisioning a more just and equitable society.

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Problem-Posing, Situated and Multicultural Learning explore a pedagogical approach that emphasises critical thinking, cultural relevance, and active student participation.

Problem Posing: Contrasts with the traditional "banking model" of education, where teachers deposit information into passive students.

Encourages a dialogical relationship between teachers and students, positioning both as co-investigators of knowledge.

Focuses on critical reflection and action, enabling students to question and transform their realities

Situated Learning: Learning that occurs within and is relevant to the context of students' lives and experiences.

Connects academic content to real-world situations, making learning more meaningful and applicable.

Multicultural Education: Recognises and values diverse cultural backgrounds within the learning environment.

Integrates multiple perspectives into the curriculum, promoting inclusivity and equity.

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What, according to Shor, is a ‘performance strike’?

Have you seen evidence of this, and if so, what does it

look like?

How will you combat this in your classroom?

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Empowering teaching encourages student agency, critical thinking, and real-world connections, making learning more engaging and meaningful. As a future HASS teacher, this approach allows students to explore diverse perspectives, develop inquiry skills, and take ownership of their learning.

One advantage is that it fosters deeper understanding and engagement. However, a challenge is balancing student autonomy with curriculum requirements while ensuring that those needing more structure feel supported.

In practice, this involves using inquiry-based learning, flexible lesson plans, and differentiated instruction. Providing clear guidance, structured support, and diverse resources helps create an inclusive and effective learning environment.

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Shor (1992) describes a 'performance strike' as "an unorganised mass refusal to perform well" (p. 35). This happens when students feel disconnected from learning, leading to low participation, low motivation, and a negative classroom environment. It often occurs in teacher-centred lessons where the teacher talks the most, and students stay silent and disengaged.

I have seen this in university tutorials where students do not actively participate in discussions. It also happens in schools where students lose interest in certain subjects and are unmotivated to learn.

To prevent this in my classroom, I would take the time to understand my students—their interests, strengths, and learning needs. Students will feel more involved and willing to participate by making lessons more relevant and interactive. I would also encourage a positive learning environment where students feel successful and see mistakes as part of learning. This way, they stay motivated and engaged in their education.

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Shor's democratic pedagogy focuses on student involvement and sharing decisions in the learning process. It encourages students to be active participants in creating knowledge.

Key values include equality, where everyone can contribute, participation in decisions, freedom to express ideas, teamwork, and critical thinking to understand the world.

Monique Della Bona - Monday 10:30-12:30

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What does Shor mean by a democratic pedagogy?

Shor explains the importance of collaboration and participation acting as a vital tool in the learning process. Helping build an environment where students can be active participates in their learnings.

What are the key democratic values that underpin this pedagogy?

Encouraging active participation in discussions to get students to contribute. Giving students the freedom to express themselves, especially when collaborating and implementing peer teaching and cooperative learning. Another key value in guiding students to think critically.

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Classroom Practices I Enjoyed:

Group discussions and debates.

Mock trials and historical reenactments.

Learning history as a story, not just facts.

Analyzing historical documents.

Using documentaries and digital resources.

Classroom Practices I Disliked:

Long, boring lectures with no interaction.

Only using textbooks without activities.

Rushing through difficult topics.

Not connecting history to real life.

Too much passive learning, not enough hands-on activities.

Qualities I Liked in My Teachers:

Passionate and engaging.

Encouraged questions and discussions.

Created a positive, inclusive environment.

Valued student opinions.

Adapted lessons to help students understand better.

Qualities I Disliked in My Teachers:

Boring and monotone teaching.

Ignored student questions.

Made students feel uncomfortable asking for help.

Showed favouritism.

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·        What kind of resources and strategies are relevant to a problem-posing approach?

Strategies that support students when using a problem posing approach.

-            Small group work

-            Gallery Walk

-            Inquiry based learning

-            Role playing

-            Critical analysis

Resources that students use.

-            News Articles

-            Gallery Walk

-            Real world examples

·        How can we use current affairs to engage students in problem-posing?

Using current affairs helps engage students in the learning process as it has relevance to them in their personal lives. Engaging students in critical discussions that can change the way they view the world is one benefit of using real world affairs.

For example, the cyclone that is happening in the eastern states. Having students find what could have caused cyclone Alfred, what the impact that humans have on the weather and how global warming is changing our weather patterns. Creating inquiry led tasks, collaborative discussions and addressing issues related to our country will engage students and they can potentially deepen their learning by talking about it in their home too as it could appear in conversation.

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We need to focus on dialogue, open-ended discussions, student engagement and higher-order questioning. Using resources such as news articles, case studies, videos, documentaries, books, and a range of other multimodal resources that engage students into sharing their ideas and expressing their thoughts on the content. These encourage students to have collaborative approaches to the learning and provides multiple perspectives in relation to the content.

Using the higher order questioning encourages the thinking and critical reflections as Shor suggests as the problem posing learning approach. Fostering the open conversations and active learning ensures students are agents of change and creates a new way of thinking.

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Classroom Practices in Social Studies:

What I Enjoyed:

1. Interactive Discussions: I loved when we had group discussions about historical events or social issues. It made me think critically and see different perspectives.

2. Project-Based Learning: Creating presentations or posters about historical figures or events made the content more engaging and allowed me to be more creative.

3. Role-Playing Activities: When we acted out historical events or played the roles of historical figures, it was a fun and immersive way to understand the material.

4. Debates and Simulations: Debating controversial topics in history or simulating scenarios, like a UN meeting, helped me develop my argumentation and public speaking skills.

5. Field Trips: Visiting museums, historical sites, or even local government buildings brought history to life and allowed me to experience the subject firsthand.

What I Disliked:

1. Lecture-Heavy Classes: When the teacher would lecture without much student interaction, it felt less engaging and often led to me zoning out.

2. Too Much Focus on Memorisation: I didn't enjoy classes focusing too much on memorizing dates, facts, and names rather than understanding the bigger picture or context.

3. Standardized Testing: Social studies tests about multiple-choice questions never captured my actual understanding of the subject.

4. One-Dimensional Perspectives: When the curriculum didn't include multiple perspectives (e.g., different cultural viewpoints or voices of marginalised groups), it made the subject feel incomplete.

5. Lack of Current Events: I wished we had discussed more modern issues and their connection to history, as I sometimes felt the material was disconnected from real life.

Qualities of Teachers I Liked/Disliked:

What I Liked:

1. Engaging and Passionate: I loved teachers who showed excitement about the subject. Their enthusiasm made learning feel like an adventure, and I was more motivated to dive deeper into the material.

2. Approachability: Teachers who were open and approachable made it easier to ask questions or express confusion, which helped me understand concepts better.

3. Creativity: I admired teachers who used various teaching methods, from hands-on activities to multimedia, making lessons more dynamic and engaging.

4. Empathy: Teachers who understood that students had different learning styles and were patient and supportive in helping each of us succeed were the best.

5. Encouraging Critical Thinking: I liked when teachers encouraged us to think critically about history and social issues, pushing us to question the "why" behind events and not just memorize facts.

What I Disliked:

1. Overly Strict: Teachers who were rigid with rules and gave little room for creativity or personal expression in assignments made the classroom feel stifling.

2. Lack of Feedback: Teachers who didn't provide feedback or let us know where we could improve left me unsure about my progress and how to grow.

3. Unclear Expectations: When teachers didn't clarify their expectations for assignments or projects, it often led to confusion and frustration.

4. Favouritism: It was frustrating when certain students were given preferential treatment or more opportunities simply because of personal biases rather than merit.

5. Monotony: Teachers who followed the same routine without variation (always lectures, always quizzes) made the subject feel like a chore rather than an exciting learning experience.

Both the classroom practices and teachers' qualities shaped my attitude toward social studies, making me realise how much the environment and teaching methods can influence a student's love for a subject!

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Empowering Teaching and Its Potential Usefulness as a Future H&SS Teacher

Empowering teaching is a pedagogical approach that enables students to take control of their learning, develop critical thinking skills, and feel confident in applying their knowledge to real-world contexts. As a future Humanities and Social Sciences (H & SS) teacher, empowering teaching is a method of instruction and a mindset that influences how I approach my students, their needs, and the material I teach.

What I Find Helpful:

One of the most helpful aspects of empowering teaching is the focus on student agency. Allowing students to have a voice in their learning process, whether through selecting topics of interest, working collaboratively, or engaging in discussions, creates a sense of ownership over their education. This is especially important in H&SS subjects, where students must think critically about social issues, history, and human behaviour. Giving them the space to explore these issues independently while guiding them helps develop their problem-solving skills and prepares them to be active, informed citizens.

Another helpful aspect is the emphasis on critical thinking. In H&SS subjects, empowering teaching helps students understand facts and critically analyse them, question assumptions, and consider multiple viewpoints. This is particularly useful in fostering an understanding of diverse perspectives, whether in history or social issues. By encouraging students to challenge existing narratives and engage with complex topics, I can help them become independent thinkers who can navigate a rapidly changing world.

What I Find Problematic or Puzzling:

While empowering teaching is beneficial in many ways, I find it challenging to balance curriculum requirements and standardised testing. Empowering students often involves a more flexible, student-centred approach, but in many educational systems, teachers are still required to meet specific curriculum goals and prepare students for standardised assessments. Finding a way to blend these two—student empowerment and adherence to curriculum standards—can be tricky.

Additionally, empowering students requires significant time and effort to plan and create engaging, student-centred activities, which can be demanding, especially when faced with larger class sizes or limited resources.

Another area that I find puzzling is how to ensure inclusivity in empowering teaching. It is essential that all students, regardless of their background, ability, or learning style, feel empowered. This means that teaching strategies need to be adaptable and responsive.

However, in a diverse classroom, it can be not easy to implement an approach that empowers everyone equally. Some students may need more structure and guidance than others, and finding a balance between providing autonomy and ensuring every student has the support they need can be tricky.

Implications for My Classroom Practice:

Planning: Empowering teaching will require flexible lesson planning that allows for student choice. For example, I might design lessons around inquiry-based projects, where students select a topic of interest within the H&SS curriculum (e.g., a historical event, social issue, or cultural study) and then work collaboratively to research, analyse, and present their findings. Planning also needs to incorporate differentiated strategies, ensuring that I cater to diverse learning needs and support students who may struggle with more independent work.

Strategies: The teaching strategies I would employ would focus on active learning techniques, such as group discussions, debates, problem-solving tasks, and project-based learning. Encouraging students to collaborate and share their perspectives helps foster a more interactive and empowering classroom environment. Additionally, I would incorporate formative assessments, such as peer reviews or self-assessments, that allow students to reflect on their progress and take ownership of their learning.

Organisation: In terms of classroom organisation, I aim for a more flexible, open environment. Desks may be arranged in clusters for group work, or areas might be designated for individual research and reflection. This type of organisation supports collaboration and allows for various teaching methods, from group activities to independent study. I would also ensure that there are accessible materials that cater to different learning styles, such as visual aids, multimedia resources, and hands-on activities.

Materials: The materials I use reflect a commitment to empowering students. I would integrate diverse resources, such as primary source documents, multimedia content (videos, podcasts), and digital tools (interactive websites, digital platforms for collaboration) to provide students with various ways to engage with the content. I also encourage students to find and bring in their own materials, like news articles, podcasts, or books related to a topic we're studying, fostering an environment where they feel responsible for their own learning journey.

In conclusion, empowering teaching holds immense potential for me as a future H&SS teacher. It allows me to create an inclusive and dynamic learning environment where students can think critically, engage deeply with content, and take ownership of their education. However, it requires careful planning, balance, and adaptability to meet the diverse needs of students while staying aligned with curriculum goals. Despite its challenges, the potential impact of empowering students in their learning process makes it a powerful approach that will inform my practice as a teacher.

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Shor describes a "performance strike" as a situation where both teachers and students become disengaged due to a lack of meaningful participation, resulting in reduced productivity. This phenomenon can be understood as an informal, unacknowledged refusal to engage, where students do not perform well because the learning environment fails to foster active involvement. It's often seen in university tutorials where the instructor dominates the conversation, leaving students passive and disengaged, which mirrors a traditional, teacher-centred approach. To address this, the first step is to understand the diverse backgrounds and experiences of the students. By gaining insight into their interests, needs, and passions, teachers can tailor the curriculum to align with their lives and perspectives. When lessons resonate with students on a personal level, they are more likely to be engaged and motivated to participate. This approach paves the way for a more student-centred pedagogy, where learning becomes a collaborative, active process that empowers students to take ownership of their education.

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Shor describes a democratic pedagogy as a student-centred approach to teaching and learning where the learning process is negotiated between both parties (teacher/student). Emphasis is placed on recognising knowledge and understanding as being a social exchange with all participants in the classroom and where learners are active contributors in the learning process – fostering autonomy over learning.

Key values:

Respect for different and diverse points of views and perspectives

Active participation and collaboration

Critical thinking and shared decision-making

Equity and social justice

Open communication

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Activity 2

Make a list of classroom practices that you enjoyed/disliked in social studies at school.

Make another list of the qualities (things) you liked/disliked about your teachers.

Classroom Practices I Enjoyed in Social Studies

Facilitated Discussions and Debates – I enjoyed lessons where students could engage in open discussions and debates. These activities encouraged deeper engagement with historical and social topics, allowing different perspectives to be heard and analysed. Through debates, I developed critical thinking skills and learnt how to construct arguments based on evidence.

Use of Diverse Resources – Lessons that integrated a variety of resources, such as primary and secondary sources, documentaries, news articles, and multimedia, make learning more engaging. These resources provided multiple perspectives on historical and contemporary issues, making it easier to critically evaluate information rather than relying solely on a single textbook.

Lessons That Connected to Real-World Issues – When teachers linked historical events to current social and political issues, it made the subject more relevant. Learning about historical injustices, for example, became more meaningful when we discussed their impact on modern society.

Encouragement of Multiple Perspectives – I enjoyed lessons where different interpretations of history or social issues were explored rather than being presented with a single, unquestioned narrative. This allowed for a more nuanced understanding of historical events.

Classroom Practices I Disliked in Social Studies

Worksheet-Based Learning – I found activities that required answering questions directly from textbooks or worksheets to be uninspiring. These tasks often focused on surface-level recall rather than encouraging deeper analysis and understanding.

Lectures That Were Pure ‘Info-Dumping’ – When lessons were structured as one-way lectures filled with excessive information, it became overwhelming and difficult to retain. Without opportunities to engage with the content through discussion or questioning, these lessons felt passive and disengaging.

Rigid, Textbook-Only Learning – Relying solely on a textbook as the primary resource limited exposure to diverse perspectives. The absence of alternative sources meant that topics were often presented in a simplistic or biased way without room for critique.

Lack of Interactive or Inquiry-Based Learning – When lessons focused solely on delivering content without allowing students to explore topics independently, it felt like we were just memorising facts rather than understanding their significance.

Qualities I Liked in My Social Studies Teachers

Used Real-World Scenarios to Connect with the Topic – The best teachers made learning meaningful by linking historical and social studies concepts to current events. This approach helped bridge the gap between theory and real-life application, making lessons more engaging and relevant.

Incorporated Multiple Teaching Methods – Teachers who used a mix of teaching strategies—such as videos, role-playing activities, case studies, and discussions—made lessons more dynamic and accessible for different learning styles.

Encouraged Critical Thinking – I appreciated teachers who pushed students to question existing ideas, challenge dominant narratives, and form their own opinions based on evidence. Rather than just delivering information, they guided us in analysing and debating different perspectives.

Created an Open and Inclusive Learning Environment – Teachers who valued student input and encouraged discussions made the classroom feel like a space for genuine learning rather than just following a rigid curriculum.

Qualities I Disliked in My Social Studies Teachers

Disregarded Student Input and Critique – Some teachers dismissed student questions or critiques of the teaching method. When students raised concerns about the way topics were being taught or questioned the bias in certain materials, these discussions were often shut down rather than explored.

Dismissed Alternative Learning Needs – Teachers who were unwilling to adapt their teaching for students who needed different learning methods made it difficult for some students to engage with the content. This lack of flexibility created unnecessary barriers to understanding.

Focused on Rote Memorisation – Teachers who placed excessive emphasis on memorising dates, definitions, and facts without encouraging deeper analysis made learning feel mechanical and detached from critical thinking.

Dismissed Relevant Student Opinions or Questions – When students asked thoughtful questions that were relevant to the topic, some teachers would dismiss them instead of using them as an opportunity for deeper discussion. This discouraged curiosity and critical engagement with the subject matter.

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1. What, according to Shor, is a ‘performance strike’?

A performance strike occurs when students withdraw and disengage from classroom activities and the learning process as a means of challenging authority within the learning process due to factors such as lack of student-centred learning or overall disconnection to learning. These actions of 'performance strikes' can be through declining participation, feigning confusion and/or exerting minimal effort throughout their learning which are a often direct reaction to students feeling like they are not valued; where students feel that their voices, experiences and perspectives are undervalued.

2. Have you seen evidence of this, and if so, what does it look like?

From my own experiences as a Student Teacher undertaking prac, I have observed it happening, even during my own lessons. However, what it looks like in the classroom is dependent on the specific trigger that caused it. One specific way it could present in the classroom is by disrupting the class and the lesson that is occurring by misbehaving and acting up as a 'class clown', as well as voicing out their boredom. Although these behaviours and attitudes are often responses to students feeling undervalued or not included in the classroom, these actions can also be done as a form of retaliation to the teacher when student/s behaviours are reinforced and corrected.

3. How will you combat this in your classroom?

Ways of addressing performance strikes in the classroom are dependent on many factors, including the class culture and the specific needs of the students. In addressing such strikes, some teaching practices that can be used are:

Creating lessons that incorporate students' interests, and providing a variety of learning experiences that encourage learning through self-exploration. However, it is important to add that this approach is not only for addressing and combating student strikes, as this is fundamental to being a teacher and ensuring that learning is student-centred.

Positive reinforcement as a form of correcting negative behaviour is also a good approach to adopt in practice as it corrects behaviour without giving out time-outs or negative consequences that can further fuel the student's desire to perform a 'strike'.

Allowing students to discuss their own experiences and feelings is also crucial, as students are also children and may simply not know what their boundaries are. As a teacher, it would be important to hear out every student and first understand where they are coming from, and also explain and discuss with them why you, as a teacher, had acted a certain way towards them. This also benefits the overall class culture as it can correct misbehaviour by preventing it from happening again.

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Problem-posing, situated, and multicultural approaches to teaching and learning encourage a democratic classroom where students can actively engage with knowledge and their lived experiences. Problem-posing education, as described by Freire and Shor encourages student-cantered inquiry, dialogue, and social awareness. Instead of passively receiving information, students can critically examine their personal experiences and societal structures. Shor outlines a three-step process: listening to students to identify key issues, dialoguing on these themes, and taking action to address problems.

Situated learning ensures that education is surrounded by students’ real-world experiences and cultural contexts. According to Lave and Wenger, learning occurs through authentic tasks and community-based interactions. The teacher acts as a facilitator, helping students connect their experiences with academic concepts rather than just delivering information.

Multicultural learning is embedded within problem-posing and situated approaches by recognising and valuing students' diverse backgrounds. Shor emphasises that when education is based on students' language and experiences, their cultures become an integral part of the curriculum. This approach adapts cultural inclusivity, equity, and critical reflection by exploring knowledge from multiple perspectives. Ooka Pang illustrates how themes of justice and equity can be integrated into primary education, making multicultural learning an active and transformative process.

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Using "Topical Themes" in education, as discussed by Shor (1992), offers a dynamic way to generate critical study within a problem-solving classroom. The concept of topical themes involves focusing on social questions that are of importance locally, nationally, or globally, and introducing these themes as problems to be explored cooperatively within the classroom context (Shor, 1992). These themes are designed to be relevant, engaging, and accessible to students, allowing them to engage deeply with real-world issues while fostering critical thinking and problem-solving skills. To engage young learners, the topical theme should be something that is both locally relevant and understandable. For example, a topical theme could involve discussions about community sustainability, environmental issues, or equality. This could be introduced by sharing age-appropriate stories, news articles, or activities that reflect the issue in a way that resonates with the children’s everyday experiences. For instance, in a primary school context, discussions around environmental sustainability could start with simple, concrete actions such as reducing waste in the classroom or understanding the local impact of pollution. A crucial aspect of Shor’s approach is the collaborative nature of studying a topical theme. In early years or primary settings, this could be enacted through group discussions, projects, and activities where children work together to explore and solve a problem. For instance, after introducing the theme of biodiversity, students might work together to create a class garden or engage in a research project about local wildlife. By collaborating, students not only learn the content but also practice social skills such as communication, sharing ideas, and resolving conflicts. To enhance critical thinking, topical themes should not just be about learning facts but about solving problems. A problem-solving approach can be implemented by presenting the issue in a way that requires the students to think creatively and critically. For example, in a lesson about fairness or justice, students could be asked to brainstorm solutions to issues such as bullying or inequality in their school. This turns the learning into an active, hands-on experience where students are encouraged to apply their understanding to real-life scenarios (Shor, 1992). Topical themes also provide an opportunity to integrate learning across subjects. For example, if the class is studying the theme of migration, it can be integrated into lessons about history, geography, and even art. Students might read stories about migration, explore maps, and create artwork that represents their understanding of the topic. This interdisciplinary approach helps children make connections between different fields of knowledge, deepening their understanding of the theme.

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Activity 2: Alexandra Anderson, Tuesday 10:30am-12:30pm internal

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Activity 2: Alexandra Anderson, Tuesday 10:30am-12:30pm internal

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Make a list of classroom practices that you enjoyed/ disliked in social studies at school.

Enjoyed:

Watching documentaries and films about history.

Whole class/ group discussions.

Hands-on projects (timelines, dioramas, posters, maps).

Roleplay (different historical events, political debates).

Disliked:

Listening to the teacher read off a PowerPoint for the whole lesson.

Doing worksheets all lesson with minimal discussion.

Assessments/ tests.

Make another list of the qualities (things) you liked/ disliked about your teachers.

Liked:

The passion and enthusiasm for what they were teaching.

Letting us have a go first and then helping/ correcting along the way.

Encouragement for discussions.

The in-depth explanations.

Feedback

Disliked:

No enthusiasm for what they're teaching.

Lack of encouragement and engagement in lessons.

Being unapproachable.

Teaching using only one way or with one idea/ perspective about a topic.

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-              Understanding different cultures, traditions and histories

-              Recognising cultural diversity and its impact on society

-              Various perspectives beyond students own experiences

-              Research skills to explore backgrounds and global issues

-              Empathy and social awareness

-              Communication skills

-              Critical thinking

-              Respect for cultural differences

-              Open mindedness

-              Ethical understanding

-              Cultural sensitivity

Teaching and learning strategies:

Inquiry based learning- exploring topics through research, discussions and reflections

Case studies and personal stories- biographies or historical events can help bring lessons to life and make them more relatable

Collaborative learning- group discussions and debates encourage active participation

Guest speakers and members of the community- different cultural communities to share their experiences

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Adopting a cultural studies approach to HASS planning means incorporating a mix of student ideas to discuss critically (generative), topic-relevant information that may not be presented by the students (topical) and the information required by the curriculum (academic) (Shor, 1992).

Using a resource such as fashion/clothes allows for discussions about comparison and similarities of the fashion/clothes between cultures and/or throughout history. this resource could be shown through images or by having physical clothes for students to explore, comment on, and pose questions.

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Emma Gildersleeve 34164061 Tuesday 10.30

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Emma Gildersleeve 34164061 Tuesday 10.30

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Dialogic education is a student-centered approach that fosters critical thinking through open dialogue and interaction between teachers and students (Shor, 1992; Marker, 1993). Unlike the traditional "banking" model, where teachers deposit knowledge into passive learners, dialogic education encourages students to actively question, discuss, and co-construct knowledge. Freire’s concept of problem-posing education emphasises real-world inquiry learning, empowering students to challenge societal structures and develop critical awareness (Marker, 1993). In contrast, the banking approach reinforces authority and rote learning, limiting student agency and maintaining social hierarchies (Shor, 1992). By promoting discussion, reflection, and student voice, dialogic education transforms the classroom into a democratic space where learning is a shared, dynamic process.

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Topic 4 Q1:

New found knowledge and understanding of culture- what it is, how it influences beliefs, identities, etc.

awareness of diversity and inclusion.

critical thinking, communication, use of media, collaboration.

Empathy.

respect for diversity.

cultrual appreciation

Q2:

Collaboration- having whole class discussions, group projects, partner work, think-pair-share, gallery walks.

Inquiry based learning- use primary and secondary sources for research, posing different questions, peer and self reflections.

Watching documentaries with a follow up task on creating a project based around the documentary and something significant from it (posters, dioramas, speeches, videos, roleplay etc).

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1)

Dialogic education is all about learning through open conversations where everyone’s ideas are valued. Instead of just listening to a teacher talk, students and teachers chat, ask questions, and build knowledge together. It’s more about thinking and understanding than just memorising facts.

2)

This is pretty different from the traditional “banking” approach, where the teacher just dumps information into students like they’re empty containers. In that method, students are expected to just take it in without questioning or contributing. Dialogic education flips that—it’s way more interactive and helps students engage with what they’re learning.

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Dialogical education is an approach to teaching that emphasizes dialogue, critical thinking, and collaboration between students and teachers. Based on the work of Paulo Freire (1970), this method treats education as a process of mutual inquiry, where knowledge is co-constructed rather than pushed from teacher to student.

There are a few key differences between dialogical education and the 'banking' approach. In dialogical education, the teacher acts as a facilitator rather than an authoritarian figure, guiding students to actively participate in discussions and critically engage with content (Freire, 1970; Shor, 1992). Students and teachers co-construct knowledge by drawing on students' experiences rather than treating it as fixed information to be memorized. The learning process is interactive and inquiry-based, encouraging questioning and problem-solving rather than passive absorption of knowledge. Meanwhile, the banking approach focuses on compliance and rote learning rather than empowering and transforming students by promoting critical thinking and social engagement, as dialogical education does (Freire, 1970).

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T-Chart - Practical conditions and strategies that both foster and constrain dialogue in the classroom

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What is Dialogic Education?

Dialogic education is a teaching and learning approach that emphasizes dialogue, collaboration, and critical thinking. Rooted in the work of theorists like Paulo Freire and Robin Alexander, dialogic education involves open-ended discussions where students and teachers engage in meaningful conversations to co-construct knowledge. This approach values student voice, active participation, and reasoning, encouraging learners to explore multiple perspectives and deepen their understanding through inquiry and reflection.

How Does Dialogic Education Differ from Traditional ‘Banking’ Approaches?

The ‘banking’ model of education, a concept introduced by Paulo Freire, treats students as passive recipients of knowledge. In this approach, teachers act as knowledge holders who deposit information into students’ minds, expecting them to memorize and reproduce it. The focus is on transmission rather than transformation, limiting students' critical thinking and engagement.

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What is Dialogic Education?

Dialogic education is a method of teaching that centres around dialogue, interaction and shared meaning-making between teachers and students, allowing students to be co-constructors of their knowledge. Rather than viewing learning as the passive reception of knowledge, dialogic education encourages active participation, where students engage in discussions, question ideas, and collaboratively construct understanding.

An important part of dialogic education is its focus on open-ended dialogue, where learning takes place through meaningful conversations rather than one-way instruction. This encourages exploratory talk, in which both teachers and students deepen their ideas.

How does dialogic education differ from traditional ‘banking’ approaches?

Dialogic pedagogy is distinct from Paulo Freire's banking model, where knowledge is passively 'deposited' into students by an authoritarian teacher. Instead, dialogic pedagogy positions the teacher as a facilitator and promotes inquiry-based learning through discussion and critical questioning. Unlike the transmission of fixed knowledge in the banking model, dialogic pedagogy promotes collaborative knowledge construction and redistributes power to promote student agency and higher-order thinking. This model honours dialogue, inquiry, and respect for each other, enabling students to take ownership of their learning and develop skills that go beyond memorisation.

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Values of dialogic education: Dialogic education values reciprocal engagement, collective learning, supportive environments, and purposeful discussions to develop critical thinking, problem-solving and encouraging a deeper understanding of the subject matter.

Barriers to dialogic education: The obstacles to dialogic education are the pressure to cover all curriculum content through unpredictable student dialogue, teachers' reluctance to give up control over lesson flow, and the need to divide time between teacher-led learning and student participation in conversation.

The teacher's role: The teacher's role within dialogic education is to facilitate opportunities for class discussion where the students are encouraged to share their knowledge, explore ideas and engage in reasoned arguments to co-construct knowledge.

The student's role: The student's role within dialogic education is to think and question ideas, explore different points of view, and construct knowledge through conversations with peers and student-led discussions.

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Dialogic education is a student-centred and teacher-directed approach implemented to build students’ ability to critically think and participate democratically (Shor, 1992). The discussion has a combination of creativity and structure that is commenced by the teacher, but students are welcome to chime in; students have the “right to question the content and the process of the dialogue, and even to reject them” (Shor, 1992, p. 44). Due to this approach’s willingness to allow student intervention, it differs from traditional ‘banking’ approaches, which are traditionally teacher-led and dominated, where teachers fed information as the only ‘right’ answer (Shor, 1992).

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Dialogic education is a teaching approach that focuses on creating and maintaining meaningful dialogue between teachers and students, that ultimately fosters a safe and positive learning environment for all students to engage inquiry, critical thinking and knowledge construction. The key features of a dialogic education is both teachers and students engaging in active listening, encouraging arguments respectfully and teachers providing ample opportunities for students to engage in open-ended questions and meaningful connections between concepts and ideas.

Differences between dialogic education and traditional 'banking' approaches:

Dialogic education places emphasis on student led inquiry, where students are encouraged to be active agents in their learning and the teacher takes on the role as a facilitator. 'Banking' approaches focuses on teacher-centred instructions where students are required to passively receive information and rote learn content - students are viewed as empty vessels that can be filled with knowledge.

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We can use Welcome to Country picture book to help student critically think by observing the picture. For example, we could ask them what they notice about the culture and traditions in the book.

“See, Think, Wonder” can work well. Students first describe what they see in the pictures or read in the text, then think about what it means, and finally, ask questions about what they wonder or want to learn more about.

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How can we use a picture book like "Welcome to Country" to engage students in Early childhood and Primary schools in critical thinking?

We can use picture books to...

generate questions about topics

introduce new ideas and concepts

engage students in new topics

generate student-teacher discussions (debates, brainstorms, think-pair-shares)

Which thinking routine best benefits students' critical thinking when using "Welcome to Country as our resource? Use the "Thinking Routines Matrix" on LMS.

Introducing and exploring - story books are a great way to capture children's attention and stimulate curiosity about a topic. It's also a good way to ask questions that can help us further explore the topic later (Whether these are questions from students or teachers).

Perceptive thinking - Discussing the story afterwards, including students' responses and interpretations, is a good way to see things from different perspectives, which enhances critical thinking.

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Ira Shor’s democratic pedagogy promotes student centred learning, where students actively shape their education rather than passively receiving information. He critiuqes authoritarian teaching and advocates for interactive, participatory classrooms that foster critical thinking, dialogue, and shared decision making.

Key democratic values underpinning this approach include equity and inclusion, ensuring diverse perspectives are valued: critical inquiry, encouraging students to question dominant narratives; and participation, where student voices shape learning.

Shor also emphasises social responsibility, linking education to real-world issues, and student agency, empowering learners to take ownership of their knowledge. This approach aims to create engaged, thoughtful citizens who can navigate and transform society..

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Knowledge, Skills and Values

Awareness of Aboriginal perspectives and contributions

Critical thinking and analysis of different cultural perspectives

Communication skills to discuss and reflect on cultural issues

Empathy

Respect for different cultures and viewpoints

Inclusivity of diversity

Teaching and Learning Strategies

Cooperative learning- Think-pair-share, jigsaw and group investigations

Experiential learning

Multimedia and digital tools

Explicit teaching and scaffolding

Inquiry based learning

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Question 1:

Understanding of cultural complexity and diversity in daily life.

Awareness of power structures, political interests, and social norms.

Insight into historical and contemporary social issues.

Critical thinking and inquiry - analysing cultural artefacts, texts, and media.

Research and interpretation - investigating social issues and different perspectives.

Discussion and debate - engaging in meaningful conversations about societal topics.

Collaboration - working with peers to construct knowledge and solve problems.

Active citizenship - recognising the role individuals play in shaping society.

Social responsibility - understanding and addressing issues such as justice and equity.

Question 2:

Inquiry-Based Learning: Encourages questioning and exploration.

Project-Based Learning: Solving real-world problems.

Discussions & Debates: Encourages dialogue on social issues (e.g. Indigenous reconciliation).

Experiential Learning: Hands-on activities (e.g. museum visits).

Multimodal Resources: Using videos, texts, and digital tools for engagement.