Both Chanicka et. al. (2018) and Bourn (2021) position education as a transformative practice, albeit through slightly different lenses. The former explores the notion of \u201cparticipatory democracy\u201d and inclusive design, while the latter examines hope in framing global citizenship. Read together, these articles articulate challenges to contemporary pedagogical practices and can be used to redefine innovation, creativity, teaching, and learning.<\/p>\n
Chanicka et al. (2018) align closely with my working definition of innovation as the intentional adaptation of teaching practices to meet students\u2019 evolving needs in a responsive manner. Their case study illustrates innovation not as the introduction of novelty, but as a structural change that centers student agency and social justice. Through participatory practices, such as student-led \u201ctown halls,\u201d innovation is a deliberate response to inequity. Similarly, Bourn (2021) frames innovation as a necessity in times of global uncertainty, particularly during the COVID-19 pandemic. His emphasis on \u201ceducated hope\u201d and learning through global engagement are innovations in how pedagogy can impact self-worth and one\u2019s view of their role in international issues. In both cases, innovation is underpinned by intentionality and responsiveness to student needs.<\/p>\n
Both authors also conceptualize creativity through socially dependent contexts. Chanicka et al. (2018), for instance, demonstrate creativity through the reimagining of school environments as a \u201cthird teacher.\u201d Meanwhile, Bourn (2021) frames creativity through hope, specifically that of \u201cimagining future possibilities.\u201d When considered alongside my working definition of creativity as a developmental capacity that demands risk-taking, both texts underscore that sustaining creativity in educational contexts requires an openness to critical and imaginative thinking that remains responsive to cultural and contextual realities.<\/p>\n
In relation to teaching, which I defined as an intentional, relational practice that is responsive to learners\u2019 needs, both articles reject traditional models of education. Chanicka et al. (2018) position teachers as \u201cco-learners and facilitators\u201d who design learning environments that allow students to\u201c think critically on their own\u2026 to resist injustice.\u201d Likewise, Bourn (2021) critiques the \u201cbanking model\u201d of education and suggests that teachers should be \u201cencouraging a constant process of questioning\u201d so that students do not remain passive receivers of information. Teaching, in both cases, demands a high degree of intentionality and requires that learners are actively engaged with knowledge in socially meaningful ways.<\/p>\n
The articles similarly frame learning as an ongoing, metacognitive process. Chanicka et al. (2018) illustrate learning as reflective and socially embedded, which involves \u201cbe[ing] aware of\u2026privilege\u201d and developing \u201cglobal citizen[ship].\u201d Bourn (2021) emphasizes learning through reflective practices, such as \u201cdecolonizing\u201d perspectives and finding a \u201csense of hope within real-world scenarios.\u201d For the authors, learning is fundamentally about making meaning of the world and equipping students with the global competencies and capacities necessary for critical engagement.<\/p>\n
Despite their strengths, both articles raise questions about feasibility and impact. In the case of Chanicka et al. (2018), how can participatory democratic practices be sustained in schools with limited resources or rigid institutional structures? Do these practices risk being perceived as performative? For Bourn (2021), how can a pedagogy grounded in hope move beyond mere aspiration and lead to genuine change in educational systems? How can educators ensure that students actively see the impact of their hope on their communities?<\/p>\n
References<\/strong><\/p>\n Bourn, D. (2021). Pedagogy of hope: global learning and the future of education<\/em>. International Journal of Development Education and Global Learning, 13(2), 65\u201378. https:\/\/doi.org\/10.14324\/IJDEGL.13.2.01<\/a><\/p>\n Chanicka, J., de Silva, R. M., & Merkley, K. (2018). An inclusive design vision for Canada \u2013 schooling as a process for participatory democracy and responsible citizenship<\/em>. Intercultural Education, 29(5-6), 632-646.\u00a0https:\/\/doi.org\/10.1080\/14675986.2018.1508620<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Both Chanicka et. al. (2018) and Bourn (2021) position education as a transformative practice, albeit through slightly different lenses. The former explores the notion of \u201cparticipatory democracy\u201d and inclusive design, while the latter examines hope in framing global citizenship. Read together, these articles articulate challenges to contemporary pedagogical practices and can be used to redefine … Continue reading “PME 811 Blog Post 3 & 4 – Philosophical Foundations of Teaching”<\/span><\/a><\/p>\n","protected":false},"author":305,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[4],"tags":[],"class_list":["post-281","post","type-post","status-publish","format-standard","hentry","category-face-2-face-sessions"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/posts\/281","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/users\/305"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/comments?post=281"}],"version-history":[{"count":3,"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/posts\/281\/revisions"}],"predecessor-version":[{"id":284,"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/posts\/281\/revisions\/284"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/media?parent=281"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/categories?post=281"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/brandonblack\/wp-json\/wp\/v2\/tags?post=281"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}