Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 4

‘Participatory’ Pedagogical Approach in Teaching and Learning for Sustainable Educational Goals Dr. Saru Joshi Abstract - Effective Teaching and Learning largely depends on the pedagogical approaches that one used in the classrooms. The pedagogical approach to be used often depends on the teachers’ mastery over the contents, knowledge and skills. To understand the diverse needs of different learners, in the classroom the diversification is required. In general, the best teachers believe in the capacity of their students to learn, and carefully utilize a range of pedagogical approaches to ensure this learning occurs as per their needs. The need to design, develop and implement kind of pedagogical approach to encompass better instruction is absolutely basic need. The present study is an attempt to bring into lime light of one such approach which will truly help in building constructive, creative ideas and connect the education acquired for sustainable educational goals. Participative pedagogical approach in teaching is such approaches that are informative and helps focused on encouraging students to become actively involved in learning process, raise students’ awareness and sense of responsibility about their educational experience. This paper is articulated in theoretical perspectives taking into account secondary sources like articles, periodicals, books, journals. Keywords: participatory, pedagogy, teaching and learning, sustainable goals. I. I ntroduction ayford ( 2003)in one of his research reveals that this approaches have been used to enable teachers to establish their practice needs in relation to education for sustainability (EfS) and also maintain the integrity of their subject disciplines. It is a shift from a belief that learners are empty plate who are supposed to be imparted with knowledge (teach concept) to a belief that learners can construct knowledge and learn on their own if properly guided (learn concept) (Kafyulilo). Participatory teaching approach is a form of a reflective teaching approach which stresses the subjectivity of learners assisting in the self construction of knowledge. According to McLoughlin and Lee (2007) in participatory learning “learners are active participants or co-producers rather than passive consumers of content, and so learning is a participatory, social process supporting personal life goals and needs.” From Shen et al. (2004) participatory learning approach engages “students as active participants in the full life cycle of homework, projects, and examination.” From the two definitions, it could be seen that students are basically active learners in participatory learning environment (Kucharcikova and Tokarcikova, 2016; Ciobanu, 2018). This is partly because students have opportunity to negotiate for the objectives, knowledge, skills, attitudes, or the teaching and learning methods of a lesson and that every student in a class has a peculiar learning style where teaching should be organised in such a way to engage him or her actively in the teaching and learning process (UNESCO, 2001). Participatory is an approach that involves an active learning style and the integration of learning programs according to the pupil's own learning rhythm. The student here are accountable for the progress they made in terms their own education. Among the teaching-learning methods are those through which students work productively with each other, develop collaborative skills and mutual help. Here, Teachers students communicate with each other and listen to the opinions of others. As it is well known fact that interactivity is an important component of the teaching and learning process, and it assumes learning through communication, collaboration, generating a rain of ideas, opinions and arguments with a high degree of activity and personal involvement . They are designed only for smaller groups of participants, to encourage better retention of what they have learned. This implies not only to engage students’ interest in theoretical lessons, encouraging group discussions and critical reflections, but also to involve them in more practical activities, to connect academic achievement with real- life issues and to understand the impact of the individual actions on the community. In order to develop critical thinking in pupils, a teacher must use the above approach which includes some active-participative strategies and creativity. II. P articipatory A pproach a N ew W ay F orward for S ustainable E ducational G oals Today’s generations are learning in 21st century. And their needs are not stick to the watertight compartments curriculum syllabus and also most importantly pedagogical approach. This is the need of an hour and reform is absolutely. Using old traditional method may be proving to be absurd. Teachers at this point need to be vigilant in their teaching aspects. So, the participatory approach is the modern and latest approach teaching methods and need strengthened. In G © 2022 Global Journals Volume XXII Issue IV Version I 41 ( ) Global Journal of Human Social Science - Year 2022 G Author: Associate Professor in Education Department of PQSE, University of Science and Technology Meghalaya. e-mail: sarujoshi2013@gmail.com