Engaging Teachers in Emancipatory Knowledge Construction

Abstract

It is misleading to speak of constructivism as a homogeneous ideology. Some forms of constructivism, such as those underlying critical, poststructuralist, and feminist theory, are emancipatory in intent. The Piagetian forms of constructivism that are gaining popularity as an alternative to traditional didactic education cannot be the basis for radical educational change. The author describes principles of an emancipatory approach to knowledge construction, and their effects on teachers' knowledge construction and practices are illustrated by the comments of teachers who participated in Hofstra University's Summer Institute for Teachers.