As we have reviewed throughout the course, authentic pedagogy is one that involves and holds responsible all the agents involved in the education process to design a cutting-edge educational curriculum that responds to the current needs and immediate reality of the students to Prepare them for real life.

Considering that authentic pedagogy must involve both educators, students and their families, I would like to explore the case of the United States Department of Defense schools, as a possible example to evaluate against the proposals of authentic pedagogy.

Taking into account that one of the main criticisms that authentic pedagogy faces is that it can reproduce real-world systems of inequality within the educational system, I propose that:

The fact that the schools of the Department of State (Pentagon) of the United States accommodate the enrollment of children whose parents are in the service of the nation in stable working conditions with shared ideas, responsibilities and knowledge, results in a suitable control group to study without having the pressure of the main idea that detracts from authentic pedagogy.

Now, what is the model of the Pentagon schools? And how do these come in some way to the execution of authentic pedagogy?

As we will remember, the main characteristics of authentic pedagogy are:

1- Architectonic, we have fluid spaces provided where there is no rigid relationship of power or privilege, but freedom of movement and interaction with people and space is promoted.

2- Discursive forms where a reorientation occurs and interaction between students is stimulated to promote work and communication in teams and peers.

3- Intersubjective in terms of students being exposed to activities based on the creation of critical knowledge, placing them as creative agents and not just recipients.

4- Sociocultural promotion of diversity towards teaching with the capacity to assimilate individual differences and the integration and respect of the individual.

5- The student becomes the owner of the knowledge because he is a producer of knowledge within the teamwork with his peers.

6- Epistemological in terms that the student is exposed to the use of various teaching products beyond the texts, instead real-world resources are taken to promote learning.

7- Pedagogically, the student is urged to investigate and do research to achieve an active and not a passive education.

8- Morally, responsibility is promoted in students regarding their education because they can make decisions about what they want to learn.

In the case of the Pentagon schools we see that these schools are made up of a socioeconomically and racially diverse community, but education is supported by good funds from the Department of Defense. Students are part of families with access to decent housing and health.

Educators have access to better salaries compared to other educators in the country. Hand in hand with this, schools have a good and stable budget to operate in logistical terms, this gives educators greater access to materials to make classes a better space where students can make use of different materials and resources. .

Part of the idea of the educational curriculum is focused on mathematical concepts. In addition, the educational curriculum is constantly under review by coaches and administrators who provide constant feedback to the educational curricula.

It is true that this school model does not necessarily meet all the criteria or characteristics of authentic pedagogy, however it is an example of how improvements in social, economic and cultural conditions promote a more participatory educational system open to constant improvement.

It should be noted that with the example of the Pentagon schools there is a clear objective in terms of education, and that is the importance given to reading and mathematics. This leads me to link the case study with the current UNICEF policy on education and skills development in adolescents between the ages of 10 and 19.

As is well known, adolescence is a very important stage since it is prior to the moment in which young people become adults who will make decisions and seek opportunities in the field of higher education and work in a world that is constantly changing and whose talent demands become increasingly demanding. This is why UNICEF policy proposes to develop adolescents who become beings with the capacity for continuous learning throughout their lives to develop adaptive flexibility in the world of work. UNICEF policy is summarized as follows:

Skills needed for success in school, life and work

• Foundational skills: Foundational skills, namely literacy and numeracy, are essential for further learning, productive employment and civic engagement.
• Digital skills: Digital literacy enables children and young people to use and understand technology, search for and manage information, create and share content, collaborate, communicate, build knowledge, and solve problems safely, critically and ethically.
• Transferable skills: Also called “life skills,” “twenty-first-century skills,” “soft skills,” or “socio-emotional skills,” these allow young people to become agile learners and global citizens equipped to navigate personal, social, academic and economic challenges. Transferable skills also help young people affected by crisis cope with trauma and build resilience. They include problem-solving, negotiation, managing emotions, empathy and communication.
• Job-specific skills: Also known as “technical" and "vocational" skills, these are associated with occupations and support the transition of older adolescents into the workforce.

For more information see:

Sarah Mervosh, "Who Runs the Best U.S. Schools? It May Be the Defense Department.", The New York Times, (Oct. 12, 2023)

UNICEF, "Adolescent education and skills. Programme", available at: https://www.unicef.org/education/skills-development