How We Teach Is What We Teach: Pedagogy and Practice in Schools and Communities

By Tatzia Langlo.

Published by The International Journal of Adult, Community and Professional Learning

Format Price
Article: Print $US10.00
Published online: June 3, 2014 $US5.00

What is an effective definition of quality education? What components of education are necessary in the era of globalization? What kinds of pedagogy align with teaching philosophy and current education policy? This study briefly introduces a global learning-teaching community philosophy of education based on Dewey’s principles of experiential education in processes that include engaging in democracy (Dewey [1916] 2008). In this paper, this educational ideal serves as a foundation to examine critically the stated goals and outcomes made public at the Organization for Economic Co-operation and Development’s (OECD) International Summit of the Teaching Profession (ISTP). Through focused group discussions, this study explored the relevance and legitimacy of unheard voices in one community in terms of the adequacy of representation at this policy making conference, the awareness of the conference’s stated goals at the local level, and whether progress has been made toward these stated goals in achieving education for all. Educators and researchers are challenged in conclusions of this study to engage processes as participating agents to create policy solutions to meet education challenges as a way of making how we teach a means of what we teach (Dewey [1938] 2008).

Keywords: theme:, Pedagogy and Curriculum, Multicultural Education, Education Reform

The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 3, June 2014, pp.39-51. Article: Print (Spiral Bound). Published online: June 3, 2014 (Article: Electronic (PDF File; 685.621KB)).

Tatzia Langlo

MA/PhD Graduate Student, Department of Education , Cultural Perspective and Comparative Education, Gevirtz College of Education, University of California, Santa Barbara, Santa Barbara, CA, USA

Tatzia Langlo is a graduate student at the University of California, Santa Barbara, Gevirtz College of Education. She studies in the focus of Cultural Perspectives and Comparative Education. Research interests reach into the development of global learning-teaching communities and the need for increased communication, cultural, and contextual competencies involved with interacting as global citizens on the stage of the global world. Educational background includes MA in Education, BA in Communication with a research focus of cultural communication in education, a minor in education, and an additional degree in Early Child Education. As a scholar and researcher she works with a non-profit organization based on principles and practices of civil participation, service-learning, and education assistance through development of local and global relationships. She maintains emphasis in Global Studies and Language Interaction and Social Organization. As a hobby she writes and facilitates the publication of children's books, stories, and anthologies. In her work she has a passion for storytelling as a means of sharing ideas and information. Ms. Langlo practices principles of teaching and learning in collaboration with students, colleagues, families and communities. She approaches learning through the process of exploration and discovery in ways that meet interests and needs effectively and with purpose.