Critical Pedagogy: Executive Education Challenge
ADHYAPAN 2012, Bangalore
7 Pages Posted: 2 Oct 2012
Date Written: September 14, 2012
Constructing curriculum and creativity in pedagogy of theories for practice is traditionally styled. Bound by standards and standardization, compilation for curriculum and creation of pedagogy on Theories in practice is institutionally normative to educators. Creativity and innovation as a prerequisite is heightened while educators have to create pedagogy for theories by practice. Devising strategies through Critical Pedagogy alleviate this problem, but has its deleterious challenges.
While there is ubiquitous need to transform teachers to educators, transformation in students as mere objects to active subjects in classroom is severely wanting. Critical Pedagogy emphasizes on learn, unlearn and relearn, a vital approach for executive education. As most students are used to regurgitate information, discomfort is intensified while relevance of experiences is sought or recognized in a program. Ratcheting role reversal in executive education, abdicate and create possibilities towards production or construction of knowledge for enhancement of curriculum is the next challenge to educators. Change in instructional approach intensifies inappropriateness of conventional assessment schemes. Creation of appropriate evaluation standards with active involvement of students in appraisal rubrics leads to transparency of the processes.
Modeling successful initial pointers to overcome transformational challenges through methodical evaluation in critical pedagogy will allow diminish resistance to learning while in executive development programs and shift individual prejudice to organizational privilege for capacity enhancement.
Keywords: teachers and educators, theory and practice, critical pedagogy, transformation challenge, Ontology
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