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Abstract Title: The Banking Model in Physics Education
Abstract Type: Contributed Poster Presentation
Abstract: Typically, physics education research addresses alternatives to transmission-based models of instruction. In light of critical pedagogy, I argue that the more relevant model to address is the banking model of education as identified by Paulo Freire, which subjects students to the colonialist consciousness and obedience to authority. In doing so, we can better identify root structural issues that plague the physics community. I argue that the Western conception of objectivity in science is motivated by the colonialist consciousness. The rigidity of what is considered science limits the identity of scientists to those of European descent, erasing the historical scientific knowledge of other peoples, such as the Indigenous peoples. I demonstrate a framework in which physics education is informed by critical pedagogy, as shaped by bell hooks and Sandy Grande, principled upon respect, reciprocity, and the human experience.
Content Warning: Racism, colonialism
Session Time: Poster Session 2
Poster Number: II-49

Author/Organizer Information

Primary Contact: Vanessa Dela Paz Maca
Lafayette College
East Elmhurst, NY 11370
Phone: 9172919988