Framework for Presentation

• create a vision for self of what the classroom may look like when operating from personal assumptions associated with critical theory and/or critical pedagogy;
• upon presentation, discussion, and feedback, your vision is both clarified and problematized;
• class participants experience clarification and problematization of their own visions.

• take some position or orientation, which by no means needs to be "complete" or "polished," and make clear your most significant assumptions regarding such elements of the classroom as learning, teaching, mathematics, social norms, power relations, ...;
• communicate this position by providing a brief article or excerpts from readings which illuminate your position and assumptions (or figure out some other way!);
• orchestrate an activity to create a rich, multi-layered vision of some classroom / learning experience (view a video, experience a lesson, discuss a classroom artifact,...);
• lead an analysis of the activity, focusing on an critical (and supportive) examination of the stated position and assumptions.