This article discusses the issue of ageism in modern-day classrooms and the importance of addressing it through critical pedagogy. It further explores the impact of ageism on students and highlights the need for teachers to actively challenge ageist attitudes and behaviors. The article suggests that critical pedagogy can play a crucial role in combating ageism by creating a learning environment that promotes inclusivity and respect for all ages. It also provides practical tips for educators to integrate anti-ageism messages into their teaching practices.
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Joanna Murphy, the author of Addressing Ageism in the 21st Century Classroom, discusses self-reflexive pedagogy as a strategy that can be used as educators to combat ageism in the classrooms. By definition, self-reflexive pedagogy is an approach to teaching and learning that emphasizes self-reflection, self-awareness, and critical analysis of the relationship between the teacher, the student, and the subject matter being taught. It involves a focus on the teacher’s own biases, assumptions, and perspectives, as well as an examination of power dynamics within the classroom. This pedagogical approach encourages teachers to engage in ongoing self-reflection and self-critique, with the goal of recognizing and addressing their own limitations and biases. This includes an awareness of the ways in which their own experiences and social identities shape their understanding of the subject matter, as well as the ways in which they may unconsciously perpetuate systems of oppression or inequality within the classroom. After reading the article, how can you integrate self-reflexive pedagogy to combat ageism in learning spaces and foster more collaborative and inclusive environments for students?
In the article, Addressing Ageism in the 21st Century Classroom, Joanna Murphy offers insightful strategies for ways that educators can combat ageist practices in their classrooms. What strategy resonates with you the most and why?