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Stranger: Unfinished Pathways with Critical Pedagogy\u003Cbr>Caroline Sinkinson\u003Cbr>University of Colorado, Boulder, caroline.sinkinson@Colorado. EDU\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nSinkinson, C. (2020) . Teacher as Stranger: Unfinished Pathways with Critical Pedagogy. Communications in Information Literacy, 14 (1), 97-117 . Retrieved from [https://pdxscholar.library.pdx.edu/comminfolit/](https://pdxscholar.library.pdx.edu/comminfolit/)[ ](https://pdxscholar.library.pdx.edu/comminfolit/)[vol14/iss1/8](vol14/iss1/8)  \nThis Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, please contact [pdxscholar@pdx.edu](pdxscholar@pdx.edu).  \nTeacher as Stranger: Unfinished Pathways with Critical Pedagogy  \nCaroline Sinkinson, University of Colorado, Boulder  \nAbstract  \nIn 2010, Accardi, Drabinski, and Kumbier published the edited collection Critical Library Instruction: Theories and Methods, which marked a turn to more broadly integrate critical theory into the practice and literature of librarianship. This article looks back ten years to trace how critical pedagogy continues to provoke librarians' reflective measurement of the coherence between theory and practice, whether in the classroom or in advocacy for open education. With Paulo Freire’s notion of unfinishedness and Maxine Greene’s metaphor of’teacher as stranger,' the article explores the nature of teaching as a continuously reflective and creative act.  \nKeywords: critical pedagogy, open education, open pedagogy, Freire, Greene Critical Library Instruction  \nSpecial issue edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier  \nSinkinson, C. (2020) . Teacher as stranger: Unfinished pathways with critical pedagogy. Communications in Information Literacy, 14(1), 97–117.  \nTeacher as Stranger: Unfinished Pathways with Critical Pedagogy  \nIntroduction  \nLooking back ten years, this essay is my professional reflection, structured through encounters with critical pedagogy that have aided my identification of lasting commitmentsand re-centering actions as a teaching librarian. I detail how the works of Paulo Freire, and more recently, Maxine Greene have prompted me to think critically about the consequences of my work. I begin by tracing early encounters with critical pedagogies that enriched my approach in the classroom, and then, share my recent reflections on the foundations that guide my work within open education. I hope to capture the constant search and state of unfinishedness that educators may experience when dynamically moving between reflection and action, seeking coherence and tensions, and grappling with permanence and change in our teaching practices.  \nLocating critical pedagogy in my past  \nWhen Critical Library Instruction: Theories and Methods was published, I was a relatively new academic librarian just beginning to form my teacher identity. My position demanded that Iteach a high volume of single library seminars for credit courses, which I modeled on inherited practices and established expectations. I left most classes feeling conflicted until I found the works of Paulo Freire, who provoked me to seek a more coherent teacher identity and teaching sensibility.  \nTensions & dissonance  \nWhen I began teaching in libraries, my only sources of reference were the examples set by my senior colleagues, who taught me a great deal, and my other related but peripheral experiences: teaching in other contexts or playing the role of a student throughout my formal education. In time, I c","cbCaivg1upsF59IM","https://ap.wps.com/l/cbCaivg1upsF59IM","pdf",198079,22,"English","# Abstract\n# Introduction\n## Locating critical pedagogy in my past\n## Tensions & dissonance\n## Critical reflection and change","[{\"question\":\"What does the article revisit after ten years?\",\"answer\":\"It revisits the decade after Critical Library Instruction: Theories and Methods to trace how critical pedagogy continues to shape librarians’ reflective work and coherence between theory and practice.\"},{\"question\":\"Which concepts guide the article’s view of teaching?\",\"answer\":\"It draws on Paulo Freire’s notion of unfinishedness and Maxine Greene’s metaphor of “teacher as stranger” to frame teaching as continuously reflective and creative.\"},{\"question\":\"How does the article describe the shift from database-driven instruction?\",\"answer\":\"It contrasts earlier, mechanics-focused database lessons that created flat interactions with learners against more dialogic approaches that open space for students’ voices and foster collaboration.\"}]","Teacher as Stranger - Unfinished Pathways with Critical Pedagogy | PDF",1792088212,55]