Imagination, Waldorf, and critical literacies: Possibilities for transformative education in mainstream schools
Reading & Writing
| Field | Value | |
| Title | Imagination, Waldorf, and critical literacies: Possibilities for transformative education in mainstream schools | |
| Creator | Shank, Monica | |
| Description | In the face of transmission-oriented national curricula, this study explores possibilities for claiming space for imagination, as ‘the most powerful and energetic of learning tools’ (Egan 1986), in early childhood education in mainstream Kenyan schools. Drawing from Egan’s work on imagination and Cummins’ Nested Pedagogical Orientations framework, this study interrogates the indispensable role of imagination in transformative education, as well as its utility in the ‘transmission’ of the government curriculum. This study draws insights from an initiative integrating imaginative, Waldorf-inspired pedagogies into mainstream pre-primary and early primary classrooms to explore how imagination-based pedagogies, including storytelling, creative play, poems and verses, drawing and painting, can support the development of critical literacies in young children. | |
| Publisher | AOSIS Publishing | |
| Date | 2016-07-15 | |
| Identifier | 10.4102/rw.v7i2.99 | |
| Source | Reading & Writing; Vol 7, No 2 (2016); 9 pages 2308-1422 2079-8245 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://rw.org.za/index.php/rw/article/view/99/251
https://rw.org.za/index.php/rw/article/view/99/252
https://rw.org.za/index.php/rw/article/view/99/253
https://rw.org.za/index.php/rw/article/view/99/245
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