Session Information
06 SES 11, At the Interface – Building New Relations Between Formal and Informal Learning (Part 2)
Symposium, Continued from 06 SES 10
Contribution
This paper examines the role of the ‘teacher’ in a ‘non-formal’ learning context. It draws on semi-ethnographic fieldwork in 3 participatory community media learning projects, where participants make media, often in socially excluded community settings. The paper reflects and comments on the ‘teaching’ required in facilitating wider inclusion in the production of knowledge and ‘voice’ in our media-diffused and increasingly fragmented and diverse communities. The paper asks what can be learnt from models of learning and teaching developed in non- formal learning contexts and suggests that if reconfigurations of power are necessary between learners and teachers in more formal settings (in order to achieve goals of social change) then we may look to the informal sector as a space where such reconfigurations have been trialed and theorised (Freire, 1972, 1973; Smith, 1994; Sefton-Green, 2006). The paper recontextualises learning and pedagogy, and recognizes the need for educational policy and practice to move beyond an instrumental model where learners develop ‘skills’ to participate as ‘compliant’ citizens. This paper suggests a ‘new’ role for the teacher that involves creating opportunities for communication, creativity and identity work within a shifting landscape of new public spaces across and within our increasingly fragmented and diverse communities.
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