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Work-In-Progress: Integrating Critical Pedagogy with Project- Based Learning

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Abstract/Contents

Abstract
The separation of disciplines in secondary education is an inherent obstacle to project-based learning (PBL): educators go years without meaningful collaboration, critical feedback, or self-reflection (Jacobs, 2010). As a result, many inhabit an isolated bubble where no space is given to interdisciplinary collaboration; this isolation limits the authenticity of the projects students can produce. Compounding the dilemma is neoliberal logic, which disseminates the model of the market to all domains and activities (Brown, 2017). The curriculum is depoliticized; students are motivated to excel academically so they can compete in the market rather than work towards more societal equity. Additionally, marginalized groups are tracked into vocational pathways that focus only on basic skills training and give no space to critical thinking, which hurts the worker’s ability to confront and transform inequitable neoliberal policies (Darder, 2017). While PBL in STEM and vocational pathways have positive impacts on teaching and learning outcomes, implemented without a critical pedagogy framework, PBL has not been shown to increase critical consciousness (Montoya et al., 2018). This research aims to discover how PBL and an interdisciplinary curriculum (Montoya et al., 2020) implemented through a framework of critical pedagogy can impact the critical consciousness of students and teachers.

Description

Type of resource text
Date created June 2023
Publication date April 16, 2024; June 2023

Creators/Contributors

Author Lundell, Ryan
Author Montoya, Jonathan ORCiD icon https://orcid.org/0000-0002-7227-4954 (unverified)
Author Nava, Pedro ORCiD icon https://orcid.org/0000-0003-4469-0704 (unverified)

Subjects

Subject Neoliberalism
Subject Neoliberal Logic
Subject Interdisciplinary Curriculum
Subject Critical pedagogy
Subject Critical Consciousness
Genre Text
Genre Article

Bibliographic information

Related item
Preferred citation
Montoya, J., Peterson, F., Kinslow II, A., Fruchter, R., Fischer, M., & Bustamante, A. S. (2021). Fiddlers Green College: Looking for Equitable Workforce Pathways in Silicon Valley. Journal of Problem Based Learning in Higher Education, 9(1). https://doi.org/10.5278/OJS.JPBLHE.V9I1.6440
Preferred citation
Montoya, J., Peterson, F., & Bonilla, S. (2020). Opportunity Gap and Women in the Energy Infrastructure Workforce. In the 8th International Research Symposium on PBL (IRSPBL), Aalborg, Denmark. https://doi.org/10.25740/pm007md6862
Preferred citation
Montoya, J., Lundell, R., Peterson, F., Tarantino, S., Ramsey, M., Katz, G., Baldini, R., Fruchter, R., & Fischer, M. (2018). Building Sustainable Communities: A Project-based Learning Approach to Modify Student Perceptions of the Building Industry. ACEEE Summer Study on Energy Efficiency in Buildings, Asilomar conference center, Pacific Grove, CA. https://doi.org/10.25740/tr806nn5051
DOI https://doi.org/10.25740/xh545ns9605
Location https://purl.stanford.edu/xh545ns9605

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This work is licensed under a Creative Commons Attribution 4.0 International license (CC BY).

Preferred citation

Lundell, R., Montoya, J., and Nava, P. (2024). Work-In-Progress: Integrating Critical Pedagogy with Project- Based Learning. Stanford Digital Repository. Available at https://purl.stanford.edu/xh545ns9605. https://doi.org/10.25740/xh545ns9605.

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Contact information

jlm128@stanford.edu
jlmonto1@uci.edu
rlundell@scu.edu

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