Q. No.1: Explain how Foucault, Bourdieu and Friere provided grounds of critical theory?

Michel Foucault
He was the French philosopher, a historian, a philologist and the literary critic. His
theories concentrated on relationship between the knowledge and power, and how structures of
the power at the levels of institutional are used as the method of the social control. He was
foremost in modeling understandings of the power, the pick up from analysis of the actors, who
use the power as the tool of the oppression, and then even into judicious the structures.
According to Foucault “power is everywhere and comes from everywhere” that’s why in
this way it’s neither a structure nor an agency. As an alternative this one is a type of
“metapower” or “regime of truth” which diffuses society. Terms “knowledge or power” used by
Foucault to indicate that via scientific knowledge, acknowledged procedures of knowledge and
“truth”, power is established:
‘Truth is a thing of this world: it is produced only by virtue of multiple forms of
constraint. And it induces regular effects of power. Each society has its regime of truth, its
“general politics” of truth: that is, the types of discourse which it accepts and makes function as
true; the mechanisms and instances which enable one to distinguish true and false statements, the
means by which each is sanctioned; the techniques and procedures accorded value in the
acquisition of truth; the status of those who are charged with saying what counts as true.’
Pierre Bourdieu
 He worried with the ways in which the power is rearranged and how social order is
retained within and across the generations, and also worried with dynamics of the power in the
society. Bourdieu stretched the view of the capital to groups such as the cultural capital, the
symbolic capital, the social capital and the financial capital. For him every individual inhabits a
place in the multidimensional social universe; she or he isn’t well-defined only by the social
class-membership, but by the each single type of the capital she or he can articulate via the
relations of social. Bourdieu showed, that capital comprises worth of the social networks which
could be recycled to produce or reproduce the inequality.
In Bourdieu point of view, the systems of education of the developed societies play role
in a way as to justify the inequalities of class. In system of education success is assisted by
possession of the cultural capital and habitus of higher-class. In general, pupils of the lower class
don’t possess that traits, thus failure of majority of such type of students is certain to happen.
This explains class inequalities in educational attainment. Though, failure and the success
in the system of education is understood as actuality due to the lack of individual or gifts of
them. This means that the education system has a key role in maintaining the status quo. Overall,
his opinion is that the cultural capital is instructed in home of the higher class, and empowers the
students of the higher class to attain the higher educational achievements than the students of the
lower class. It enables the individuals of the higher class to retain position of their class, and
justify dominant position which individuals of higher class classically go on to grip. No doubt,
approximately individuals of lower-class in system of education will be succeed but, instead of
challenging a system, this will be reinforce it by paying to appearance of the meritocracy.
Paulo Freire
He was an educationist who left the important stain on the thinking about the progressive
practice. He undoubtedly made the number of significant theoretical novelties which have had
the extensive influence on development of the educational practice and the popular methods of
the education. Four aspects of his work have the specific worth. Training methods of literacy
widely presented in the ‘Education for Critical Consciousness’ by Paulo Freire.

First, his stress on the dialogue struck, the very solid chord with those who concerned
with education that is not formal. The people who can’t reach the system of formal education due
to any reason, for such type of people non-formal education is generally planned.
Secondly, he was concerned with the praxis act which linked to the positive values. In the
education system, for Freire, dialogue was not only about the deepening understanding but was
the part of making the difference in world. Thirdly, all attention of Freire was to naming world
and has a great importance to those who worked traditionally with those who don’t the voice and
are worried. Idea of the building “pedagogy of the oppressed” or “pedagogy of hope” and how it
may be conceded forward has formed the important motion to reconsideration the education.
Freire was concern with the developing consciousness and this was a significant element, but the
consciousness which is assumed to have power to alter the reality.
 Fourth, his insistence on the situating the educational activity in existed experience of the
participants which has opened the series of options for those educators who can access practice.

Q. No. 2: Which are various models of cooperative teaching and what is the role of teacher
in cooperative teaching?
‘Cooperative teaching’ is the fruitful policy in which the small teams, each
with the students of the different aptitude levels are prepared. To recover the understanding of
their subject, they practice the variety of the learning activities. By applying such type of
method, the students and teachers sense that they are, a significant member of class.
“Cooperative teaching and
learning” is a method to work in group that decreases occurrence of the unpleasant
experiences and increases learning with the sense of an achievement and the satisfaction which
result from the working with a team of high performance. Interaction of students with each other
in class room and with the teacher promotes the intellectual growth and enhance their capacity of
well understanding and in this way students become sharper and more confident. In simple
words as a result of cooperative teaching students become more confident and can easily take
part in any debate and can easily discuss on any matter in society. The exchange of different
thoughts, various point of views can increase growth and inspire the broader thinking.
Most of the teacher’s remark that struggles to set up the groups of cooperative learning
have a diversity of the problems that ranges from the student resistance to unsuitable
assignments. It is valuable to learn that how researchers of the different classroom helped to
attempt the model which could provide guidance and the organization. The models are listed
below.
The Jigsaw Model
 In such type of model, students become a member of the both the learning group and the
research team. Next defining the goal of learning group, members line the research teams to
study about the specific part of learning puzzle. Each piece of puzzle must be resolved to make
the whole image. There are many forms of research. May be teacher want to make ‘expert
sheets’ which outline the questions and the readings to find the information which needed, or
students can use those strategies that they make their own to gather information via the
experimentation, the library research, or the interviewing experts. Discussion in class, the answer
and question session, or the graphic or the dramatic creation will permit groups to discuss their
own findings with class at large scale.
Group Investigation
“Group investigation” is more the student directed in his/her attitude. When teacher
introduce the students with introduction of unit, then after that students deliberate what they have
learned and the outline possible topics for the further investigation. Then students generated
topics from that list, every learning group selects one and then determines the subtopics for
member of each group or for each team. Every student or the group of students is then
responsible for the researching his/her individual piece as well as preparing the short-term report
to take back to group.
Then group designs and prepare a presentation for sharing their findings with the whole class.
Time allowed for the discussion when presentation ends. This is an effective way to enhance
knowledge and intellectual growth in students.
Numbered Heads Together
This is a method of reviewing the information which has been before presented through
the direct teaching or the text. Several models which totally simple increases the questioning, the
discussion, and the presentations of class presentations by structuring activity in the cooperative
format. Such type of model works very well with the unambiguous questions which allow the
students to derive to the harmony. Students are divided into four groups and gave them number
from one to four. When teacher asks questions, groups crowd together to conclude answer.
Teacher asks a question to a student by calling a number and then that student respond according
to that number. Then teacher agree or disagree with others with the thumbs up or the thumbs
down.
Think-Pair-Share
All students are encourage for responses in this model. Pair of students is make pair with the
partner for sharing their views as well as responses to the question. Then students are invited and allow
them to sharing their views as well as their response in class with whole students. There are the variety of
methods, of sharing, containing “Stand up and the Share-everyone stands up” and as every student
responds she/he sits down.

Role of the teacher in cooperative teaching and learning

Additional responsibilities to the teachers brings by the cooperative learning in the classroom and in this
way teacher’s role is enhanced even more. Role of the teacher includes but isn’t limited to

 To specify the academic objectives

 To specify the collaborative skills
 To decide on the size of group
 Students assign to the groups
 Rooms arrange
 Plan the materials
 Roles assign to the students (calculator, reader, checker, recorder etc.)
 Task are Explain (elucidate procedures, give the examples, asks the questions)
 The inter group co-operation promote
 Behavior of Monitor students
 Praise the good use of the group skills
 On understanding a task, provide assistance

Q. No. 3: Why action research is found useful for classroom teachers? How can it help
them in solving problems?