“My ideas are important too!”: student perceptions of a critical pedagogical transport safety education experience in rural Australia
Submission Date: 2019
How is a transport safety education program designed to involve school students in producing their own knowledge and empowering students to think critically, perceived by school students themselves? Eleven students aged thirteen and fourteen from rural Australia participated in three transport safety education lessons using a critical pedagogical approach to learning. Through focus groups the students shared their thoughts and feelings about their experiences, and ten clear themes on their values were identified. These themes may help policy makers and program designers understand school students’ motivations for learning, and may improve educational outcomes if incorporated into education program design.