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When professionals listen: parents as co-producers of knowledge

100%
Borg C.
International Journal of Pedagogy, Innovation and New Technologies
|
2020
|
vol. 7(1)
100-105
EN
Many professionals I have taught in the past twenty years complained that classes are too theoretical and far removed from reality. They were generally correct in their assessment. Frustrated by my active participation in the pedagogical status quo, a few years ago I decided to rapture the cycle of pedagogical passivity by engaging parents as active participants in conversations with students. These intermittent attempts have now developed into an eight ECTS study-unit that will create a community of learning and practice committed to welding critical reflection with action.
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