Pedagogy of The Oppressed
... As doing this is a basic requirement of academic research, the term critical is drained of any analytical value. To avoid this dilution of meaning, in this chapter, I use 'critical' in the emancipatory and political sense that it had for Southern scholar-activists and radical feminists, including in Paulo Freire's (1970) critical pedagogy for creating "critical consciousness", which Steve Biko used in the Black Consciousness Movement (Arnold, 1978), Sarah Longwe (1991) incorporated into her women's empowerment framework, and bell hooks (2000) critiqued and incorporated into her feminist theory and praxis. Freire's method for creating critical consciousness (conscientização in Portuguese) involves those experiencing injustice in a dialogical process of reflection and action to identify the social conditions that cause injustice and collective action to uproot and overcome them (Freire, 1970). ...
... To avoid this dilution of meaning, in this chapter, I use 'critical' in the emancipatory and political sense that it had for Southern scholar-activists and radical feminists, including in Paulo Freire's (1970) critical pedagogy for creating "critical consciousness", which Steve Biko used in the Black Consciousness Movement (Arnold, 1978), Sarah Longwe (1991) incorporated into her women's empowerment framework, and bell hooks (2000) critiqued and incorporated into her feminist theory and praxis. Freire's method for creating critical consciousness (conscientização in Portuguese) involves those experiencing injustice in a dialogical process of reflection and action to identify the social conditions that cause injustice and collective action to uproot and overcome them (Freire, 1970). Critical theory goes beyond studying the world to include the objective of changing the world. ...
... This final point stems from the belief that it is neither possible nor ethical to be neutral in situations of injustice as Nelson Mandela put it, or as Marx put it: "Philosophers have hitherto merely interpreted the world; the point however is to change it". This approach to achieving development, understood as freedom and justice (Sen, 1999), is based on creating dialogic spaces in which disadvantaged people themselves discuss and identify the root causes of the injustice that they experience so that they are able to act together to overcome them (Freire, 1970;Fals-Borda & Rahman, 1991). Critical participatory research methods, including participatory action research (Fals-Borda & Rahman, 1991;McIntyre, 2008;Ledwith, 2020), provide a rich repertoire for analysing the "limitation of development as freedoms, that structure the opportunities and freedoms available to members of a particular race or gender and which can be oppressive" (Zheng & Stahl, 2011, p. 74). ...
... CST has influenced various fields, including Marxist economics, Saussurean language studies, and Freudian psychology. Regarding the field of education, CST is relatively new and can be traced back to Dewey's pragmatism, popularised by Paulo Freire, who is the founder of critical or liberatory education (Freire, 1972;Leonardo, 2004). CST is not a traditional academic discipline but is considered a quasi-discipline within the academy. ...
... This thesis adopts a Critical EMI perspective through the critical lenses provided by critical social theory (CST). As discussed in the previous section, this thesis draws on a Freirean liberation approach to universities (Freire, 1972), which are framed by human capital theory as instruments of global capitalism and its neoliberal policies, as promoted by the essentialist orthodoxy of economic development globally (Chankseliani & McCowan, 2021). From this Critical EMI perspective, this thesis argues that HE contexts, and hence EMI HE contexts, are not ideologically neutral. ...
... Critical EMI, as framed by CST, should be problem-solving, oriented towards EMI HE contexts, and should question what is taken for granted, challenge dominant ideologies and normative assumptions, and highlight problematic decisions and practices imposed by policymakers and other stakeholders (see Barakos & Selleck, 2019;Shohamy, 2012). Second, by adopting a non-essentialist orthodoxy of development with a Freirean liberation approach to HE (Freire, 1972), this critical stance can help us to suggest that EMI HE contexts are indeed not ideologically sterile, and therefore, the interplay of internationalisation, Englishisation, neoliberalism, and multilingualism needs to be critically investigated to analyse and better understand issues such as interdisciplinary teacher collaboration, students' perceptions (and motivation), EMI content-teacher development, and the professionalisation of EMI at the tertiary level. Lastly, although fields such as education, English language teaching (ELT), and English as a lingua franca (ELF) already have well-established critical perspectives (Canagarajah, 1999(Canagarajah, , 2014Jenkins, 2014;Phillipson, 2017), the field of EMI in HE still has room for the development of a Critical EMI outlook (see, for example, Barakos & Selleck, 2019;Block, 2022;Phillipson, 2017;Shohamy, 2012) that is essentially problem-solving oriented. ...
This thesis is a compilation of eight published works on English-medium instruction (EMI) at the tertiary level, accompanied by a commentary that synthesises the findings and discussions from these works. Over the past three decades, research on EMI at the tertiary level has advanced significantly. However, much of the focus remains on problem identification, particularly in three areas: English language issues, pedagogical and professional learning challenges, and stakeholder perceptions of EMI. The increasing volume of such research suggests the field has reached a saturation point, indicating a need for a new approach focused on problem-solving (Han, 2023; Macaro & Akıncıoğlu, 2018). Notably, the existing literature lacks research and discussion on solution models that address ongoing challenges, particularly in relation to the professionalisation of EMI and improving students' learning outcomes.
To address this gap, this thesis draws on Critical EMI, grounded in critical social theory (CST) and socio-cultural theory (SCT), to present and analyse eight of my published works in response to the central research question: What does research on multidisciplinary teacher collaboration and student perception suggest for the professionalisation of EMI at the tertiary level? These works share a coherent theme related to the professionalisation of EMI, with particular emphasis on students' academic outcomes, motivation, interdisciplinary teacher collaboration, and the professional development of EMI content-teachers. The works include one report (Dearden et al., 2015), four research articles (Dearden et al., 2016; Macaro & Akıncıoğlu, 2018; Macaro et al., 2020; Akıncıoğlu, 2024), two book chapters (Akıncıoğlu & Lin, 2021; Akıncıoğlu, 2022), and one conceptual article (Akıncıoğlu, 2023), all published by internationally recognised, peer-reviewed outlets.
Five of these published works (one report and four research papers) utilise data collected from the EMI Oxford Project, a mixed-methods research initiative conducted at Oxford University between 2014 and 2017. The first sub-project was a qualitative inquiry into interdisciplinary teacher collaboration in Turkish EMI universities, using data from pre- and post-intervention semi-structured interviews (Dearden et al., 2015; Macaro et al., 2016) and audio recordings of collaborative lesson planning (Akıncıoğlu, 2024). The second sub-project employed a quantitative approach, investigating the impact of variables such as year group, gender, and university type on Turkish students’ perceptions of EMI. The third sub-project focused on EMI teacher perspectives on professional development and certification through online surveys (Dearden et al., 2015; Macaro & Akıncıoğlu, 2018; Macaro et al., 2020).
The commentary synthesises qualitative and quantitative findings from these eight published works interpretively (Noblit & Hare, 1988), applying perspectives from Critical EMI, CST, and SCT to categorise major insights and introduce a solution-oriented guiding model for addressing EMI professionalisation challenges—the EMI Professionalisation Framework (EMI ProF). To achieve this, Miles and Huberman’s (1994) coding procedures (data reduction, data display, and conclusion drawing/verification) were employed to extract themes from the qualitative and quantitative data of one report and four research articles. Additionally, narrative literature review techniques (Grant & Booth, 2009) were utilised to summarise and critically interpret the findings of one conceptual article and two chapters, facilitating thematic analysis and the discussion of emerging trends.
Reflecting on these findings, this thesis advocates for the professionalisation of EMI at the tertiary level to strengthen interdisciplinary teacher collaboration, improve students' academic content learning and motivation, and certify and recognise the competencies of EMI content-teachers. As a result, two frameworks are proposed: (1) a theoretical framework for EMI professionalisation, grounded in Freidson’s (2001) definition of professionalism, Evetts’ (2009) sources of professionalism, and Solbrekke and Englund’s (2011) concepts of professional responsibility and accountability; and (2) the EMI Professionalisation Framework (EMI ProF), a quality management programme for universities, designed to be implemented through institutional innovation projects. By prioritising strategic decision-making, quality assurance, sustainability, and improved learning outcomes in EMI programmes, this thesis makes an original contribution to the field through the EMI ProF. However, it is important to note that the EMI ProF should be viewed as a guiding model to stimulate further research and inquiry into professionalisation, rather than as a complete framework offering a definitive solution.
Lastly, the thesis calls for future research to focus on the implementation and refinement of models like the EMI ProF, given the global expansion of EMI and the pressing need for standardisation and quality management to ensure its effectiveness and sustainability.
... Poetry plays a significant role in language documentation, teaching, and revitalization by creatively describing the language's structure, serving as engaging instructional material, and promoting language usage and visibility (Brown, 2009;Jossa, 2007;Montemayor, 2021;Palacios, 2016). Spoken word poetry encourages critical reflection, creative expression, and the development of critical consciousness (Call-Cummings et al., 2020;Freire, 1970). It fosters community, promotes dialogue and collaboration, and provides an enjoyable platform for language learners to practice skills and enhance fluency (Espinosa-Dulanto, 2018). ...
... Call -Cummings et al. (2020) argued that spoken word poetry has the potential to challenge conventional thinking and enhance literacy skills among Black, Latino, and Indigenous youth. This pedagogical approach fosters community, encourages creativity, and promotes critical engagement, aligning with Freire's (1970) emphasis on dialogue and active participation. The project adopted a narrative inquiry approach to actively encourage student participation, promote language freedom, and empower students within their learning community. ...
... By empowering Mayan communities to assert their digital rights in their native languages, cultural preservation and self-determination are promoted (Rodrigo et al., 2023;Bastos, 2007;Romero et al., 2021). However, language learning apps often cater to educated individuals, perpetuating societal power structures and highlighting the need for inclusivity in language learning platforms, as Freire's (1970) educational philosophy emphasized. This research aims to enhance literacy through language technologies, addressing the slow progress in adult literacy programs and promoting linguistic equity. ...
This dissertation explores innovative approaches to preserving and revitalizing the linguistic and cultural heritage of Mayan-speaking youth of Guatemalan descent in rural Nebraska. It delves into the intersection of technology, artistic expression, and cultural practices, emphasizing the revitalization of Mayan languages in Abya Yala (the Americas), particularly emphasizing the Guatemalan and the Mayan diasporas in Nebraska.
The research investigates the roles of digital humanities, culture-based education, and poetic expressions in language preservation/revitalization efforts among Mayan youth and unaccompanied minors in transnational educational settings. Central to the study is an academic initiative for transnational Mayan high school students integrating poetry and language arts instruction in English, Spanish, and two Mayan languages, specifically K'iche' and Qʼanjobʼal.
Employing a narrative-based qualitative approach and Youth Participatory Action Research (YPAR), the study captures the experiences of Mayan youth reconnecting with their linguistic heritage. Data collection methods included interviews, collaborative poetry sessions, and focus group discussions on language preservation efforts. The research leverages advanced AI tools such as ChatGPT, Google Gemini, Claude, DALL-E, LeonardoAI, and Ideogram for translation services and content generation.
The Kematz’ib’ project’s outcomes, including student-created digital poetry and multimedia narratives, were not just creative expressions, but also valuable contributions to more inclusive educational curricula, promoting cultural and linguistic diversity. A co-designed digital pathway supports the preservation of indigenous languages, while the research findings, which inform strategies for incorporating innovative learning technologies in classrooms, are particularly enlightening. In multiple presentations they have sparked interest and curiosity in the audience, leaving them more informed and aware of these important issues in an increasingly globalized world.
This dissertation actively demonstrates the transformative potential of digital media, poetry, and translanguaging in preserving and promoting Mayan linguistic and cultural heritage. It provides valuable insights into language revitalization efforts and, importantly, the empowerment of Indigenous youth in transnational educational contexts. Moreover, it contributes to the broader discourse on endangered language preservation and cultural sustainability, making the audience more informed and aware of these important issues in an increasingly globalized world.
... Such relations of power are explored by Paulo Freire, one of the greatest pedagogues of the twentieth century, starting from the Pedagogy of the oppressed (1970 [2005]), in which he unveils the relations of domination and subordination between oppressors and the oppressed, who internalise the myths used by the dominant group to legitimise their power (See also Macedo, Vasconcelos, Evans, Lacerda & Vaz Pinto, 2013). Freire (1970) highlighted throughout his life that education is always oriented towards one of two antagonistic political projects: liberation or domestication. ...
... The first, power to command, is a visible form of power that confers to some the power to direct, while putting the other in the obligation to obey. The "power to constraint and the power to profit from are less visible forms of power (…) that lead dominated groups to misrecognize the power relations" (Murphy, 1982, p. 200; see also Freire, 1970Freire, [2005). Formal structures, such as the school, constitute "an effective mechanism for legitimating and transmitting inequalities in capitalist society" (Murphy. ...
... The first, power to command, is a visible form of power that confers to some the power to direct, while putting the other in the obligation to obey. The "power to constraint and the power to profit from are less visible forms of power (…) that lead dominated groups to misrecognize the power relations" (Murphy, 1982, p. 200; see also Freire, 1970Freire, [2005). Formal structures, such as the school, constitute "an effective mechanism for legitimating and transmitting inequalities in capitalist society" (Murphy. ...
... Sobreleva destacar que o referido seminário foi fundamentado nas contribuições de Vygotsky (2010de Vygotsky ( , 1999ade Vygotsky ( , 1999b) e de Paulo Freire ( , 2005 no que diz respeito à visão do sujeito histórico-cultural, à dialética, assim como à educação como uma prática ético-política. Além dessa aproximação entre os dois pensadores, a sessão também foi conduzida com base no capítulo intitulado "Reconstruindo as Ideias Fundamentais da Teoria de Vygotsky no Contexto Social e Científico Contemporâneo", escrito pelo próprio Professor Manolis Dafermos e publicado no livro "Revisiting Vygotsky for social change: Bringing together theory and practice", em 2020. ...
... Manolis Dafermos sobre Vygotsky e mudança social no seminário de maio de 2022 para o projeto "Brincadas" 1 . Este seminário se baseou nas obras de Lev e Paulo Freire (2005, particularmente em relação às suas visões sobre o sujeito histórico-cultural, a dialética e as dimensões ético-políticas da educação. Lev Vygotsky e Paulo Freire são figuras proeminentes nos campos da educação e da psicologia. ...
... Esse imperativo decorre da necessidade de passar de meros receptores passivos da história para nos tornarmos sujeitos ativos que moldam e constroem uma nova história. A teoria freireana é uma importante fonte de inspiração a partir de uma perspectiva transformadora (Freire, 2005. Sua ideia de que os seres humanos são sujeitos ativos capazes de transformar o mundo é um poderoso chamado à ação e um princípio fundamental para aqueles interessados em justiça social e transformação societal. ...
... Sobreleva destacar que o referido seminário foi fundamentado nas contribuições de Vygotsky (2010de Vygotsky ( , 1999ade Vygotsky ( , 1999b) e de Paulo Freire (1970Freire ( , 2005 no que diz respeito à visão do sujeito histórico-cultural, à dialética, assim como à educação como uma prática ético-política. Além dessa aproximação entre os dois pensadores, a sessão também foi conduzida com base no capítulo intitulado "Reconstruindo as Ideias Fundamentais da Teoria de Vygotsky no Contexto Social e Científico Contemporâneo", escrito pelo próprio Professor Manolis Dafermos e publicado no livro "Revisiting Vygotsky for social change: Bringing together theory and practice", em 2020. ...
... Manolis Dafermos sobre Vygotsky e mudança social no seminário de maio de 2022 para o projeto "Brincadas" 1 . Este seminário se baseou nas obras de Lev e Paulo Freire (2005, particularmente em relação às suas visões sobre o sujeito histórico-cultural, a dialética e as dimensões ético-políticas da educação. Lev Vygotsky e Paulo Freire são figuras proeminentes nos campos da educação e da psicologia. ...
... Esse imperativo decorre da necessidade de passar de meros receptores passivos da história para nos tornarmos sujeitos ativos que moldam e constroem uma nova história. A teoria freireana é uma importante fonte de inspiração a partir de uma perspectiva transformadora (Freire, 2005. Sua ideia de que os seres humanos são sujeitos ativos capazes de transformar o mundo é um poderoso chamado à ação e um princípio fundamental para aqueles interessados em justiça social e transformação societal. ...
... Redefinicji ulega wiedza, która uwzględnia też tę zdobywaną w życiu codziennym. Indywidualne doświadczenie włączone w proces kolektywnego współtworzenia staje się początkiem analizy warunków strukturalnych, wpływających na sytuację jednostek i społeczności, ułatwiając zaplanowanie działań odpowiadających na potrzeby osób zaangażowanych (Hooks, 1994;Freire, 2000;Ahmed, 2017). ...
... Ich doświadczenie udziału w syryjskim powstaniu, w którym kobiety, chociaż obecne, nie zawsze były włączane do wszystkich procesów organizacyjnych i decyzyjnych, było bezpośrednią inspiracją powołania badanych przeze mnie inicjatyw edukacyjnych. Dlatego cały proces kolektywnego uczenia się, znajdujący wiele wspólnych elementów z pedagogiką feministyczną, stawiał w centrum wiedzę kobiet, zdobytą w wyniku codziennej praktyki, walki, oporu i życia (Hooks, 1994;Freire, 2000). Biorąc na warsztat feministyczny slogan "prywatne jest polityczne", indywidualna sytuacja była początkiem analizy istniejących relacji władzy, nazwania hierarchii stojących za nimi, omówienia możliwości indywidualnej i kolektywnej zmiany czy poszerzania przestrzeni oddolnego współdziałania. ...
Artykuł jest wynikiem refleksji metodologicznej nad prowadzeniem badań z kobietami z doświadczeniem uchodźstwa, na przykładzie ponad pięcioletniej etnografii zrealizowanej z Syryjkami w Libanie na bazie podejścia feministycznego i aktywistycznego. Jego celem jest próba odpowiedzi na pytanie, czy i w jaki sposób badanie socjologiczne może być elementem obserwowanej zmiany i praktyką solidarności. Autorka osadza refleksję w inspiracjach teoretycznych i trwających debatach dotyczących partycypacyjnego podejścia do działania i prowadzenia badań z osobami do tej pory marginalizowanymi, ze szczególnym uwzględnieniem kobiet z Globalnego Południa i uchodźczyń, które zainspirowały wybór tematu, ale też nakierowały na określone metodologiczne ścieżki. Analizując elementy procesu badawczego, autorka przygląda się mu jako praktyce solidarności (na podstawie typologii zaproponowanej przez Louise Lamphere) i omawia dylematy towarzyszące tego typu zaangażowaniu i realizacji feministyczny badań aktywistycznych.
... The humanistic and political educational philosophy of bel hooks (1994) and Paulo Freire (1996) has provided me with the teaching principles which has underpinned my practice as a lecturer, where I have used my lived experiences to explore the dynamic relationship between personal experiences and social structures. My personal, educational, and occupational experiences, have all contributed to my understanding of issues of inequality and oppression. ...
... When students share their experiences, with me my own experiences of vulnerability and marginality are tapped into, feeling like an 'outsider' and therefore not belonging not only characterises the experiences of Black academic staff (Doharty et al., 2021;Arday, 2021), but also that of Black students. Acknowledging how students' lived experiences (or stories) interconnect with your own lived experiences, is important, as it is this interconnection which shapes and directs reciprocal processes of learning (Freire, 1996). I found it hard to sit with the discomfort of hearing Zena's experiences as 'talking about the experience of racism is always painful in its recollection -always requiring the individual to relive the experiences. ...
This chapter examines the use of self as a teaching tool to explore issues of inequality, power, and anti-oppressive practice. First, we outline, and then critically reflect on, moments when we have shared experiences of inequality and oppression with our students as part of our teaching. Through a process of heuristic inquiry, we evaluate these experiences and consider what learning was achieved and identify a selection of themes that we present as underpinning principles of this type of pedagogy. The outcome of this inquiry evidences the potential for using self as a tool to teach issues of inequality and oppression and, we argue, is a relatively untapped resource within many teaching environments. The examples used within this chapter explore issues of identity in relation to teaching counselling and social work students in the UK. It is envisioned, however, that many of the insights from our experiences could be used by lecturers and educators in other subject areas. In addition, this chapter considers how educational spaces can be made safer to enable more experiential learning when educators and students share their stories of inequality and oppression.
... Ndlovu-Gatsheni considers decoloniality as 'aimed at setting afoot a new humanity free from racial hierarchization and asymmetrical power relations in place since conquest' (Ndlovu-Gatsheni 2015:488). In other words, decoloniality speaks to various efforts, be it pedagogical, epistemic, political or ontological, meant to contribute to the rehumanisation of both the dehumaniser and the dehumanised (Freire 1970). To rehumanise also means disregarding any form of hierarchy that perpetuates the imposed superiority and inferiority complexes that human beings harbour (Dube 2021;Wynter 2003), as well as an attempt to break away from: ...
... Then, decolonial love as a pedagogical approach can enable university teachers to adopt and apply Freire's (1970) concept of conscientização into their teaching. However, this can also happen when and if faculty recognise, accept and understand their own fallibility and then rethink and reimagine the pedagogic relations between themselves and their students . ...
The public university in South Africa continues to propagate capitalist, competitive and neoliberal agendas that are inconsistent with agendas that could be considered to be of public good. These market-orientated logics and discourses have compromised teaching in the university because of increased casualisation of faculty as a result of cost cutting and commodification of education meant to realise artificial efficiency. This has meant that faculty are now confronted with larger class sizes to teach and less support in the process. This approach to teaching has framed the academic project as an individual pursuit rather than a collective one. Thus, the academic project has been reduced to a project that only generates unequal and impossible expectations. In this article, aided by coloniality and decoloniality as my preferred philosophical orientations, I propose decolonial love as one transformative pedagogical approach that university teachers can employ in the implementation of their mandate, which is to teach and educate students for the epistemic, human, social and public good. I argue that such an approach to teaching would and can contribute to the promotion of transgression of knowledge boundaries for knowledge co-construction and thus enable a way of teaching that promotes pluriversal (situated) knowledges.Contribution: I also assert that by employing decolonial love as a pedagogical approach, university teachers can come to value what their students bring to their lecture rooms and thus use cultural heritage of their students to develop innovative pedagogies that are culturally relevant and also underpinned by a pedagogy rooted in love.
... Da un lato, la consapevolezza del proprio punto di vista su ciò che ci circonda; dall'altro, l'intervento intenzionale e coerente sul reale. Tale intervento, nel nostro caso, si traduce in progettualità critica, ovvero in una modalità di analisi delle condizioni materiali esistenti e agenti sulla struttura complessiva (Morfino, 2020), in relazione alle formulazioni teoriche, consapevoli delle dinamiche che la determinano, per poi operarvi, secondo una responsabilità etico-politica, proiettandosi verso un orizzonte di emancipazione del soggetto e di cambiamento dello status quo (Freire, 1970;hooks, 1994). ...
... Tale processo sostiene, inoltre, un intervento a favore della cura di sé (hooks, 1994;Foucault, 2018;Hanh, 2018;Mortari, 2019), del singolo e del gruppo, personalmente e professionalmente, attraverso la riflessività. 56 E questo è importante perché, nella consapevolezza di trovarsi sovente all'interno di apparati ideologici di Stato (Althusser, 1976), il conflitto e il dissenso (Ford, 2019) risultano elementi essenziali perché si possa parlare di reale emancipazione del soggetto (Freire, 1970;Biesta, 2012;Catarci, 2023). ...
... Such literacy empowers institutions to recognise and resist the tactics of anti-gender movements that seek legitimacy and credibility. Critical literacy involves actively analysing and reflecting on texts and narratives to uncover underlying power dynamics, biases, and agendas (Freire, 1993). In the context of anti-gender movements, it means equipping individuals to critically analyse the messaging and tactics of anti-gender groups, understand their goals, and assess the harm they cause. ...
... The third article by Nicole Haring explores the theoretical underpinnings of DST and then moves to present the DigLit method, which offers a framework for the use of DST in the language classroom as a multimodal response to YAL. The article starts with a review of the history of DST, with its origins in Joe Lambert and Dana Atchley's work in San Francisco, to then delve into its pedagogical considerations based on Paulo Freire's (1970Freire's ( ) dialogical approach, bell hook's (1994 narrative pedagogies, and Henry Giroux's (1987) critical literacy approach. In the second part of the article, the author presents the step-by-step framework that was used in the DigLit project to guide students from reading YA novels to creating stories informed and inspired by the literary texts. ...
... My educational and research philosophy is rooted in my experience as a racialised minority academic, but also, more importantly, the experiences of my students. I extensively employ Critical Pedagogy (Freire 1970(Freire , 1978 as well as Critical Race Theory (CRT) (Bell 2018;Delgado and Stefancic 2023). I do this by co-creating with my students, recognising that only by fully immersing ourselves in emancipatory teaching and learning methods can we challenge dominant, oppressive social structures and practices, and that, by wholeheartedly committing to a pedagogy of hope (Freire 2021), positive change is possible for everyone (Brookfield 2007;Giroux 2010;Walton 2012). ...
This article discusses the impact of a staff and student co-creation project embedded within a core module, which worked to both explore and seek ways to address the awarding gap. The project established safe spaces for students to share difficult lived experiences at the university, spanning an academic year, and included students in their final year of undergraduate study from a range of disciplines. Student experiences were gathered to inform policy and, with staff, co-created resources were developed and delivered for universities (at both our institution and two external universities) to address the awarding gap, adopting a decolonised and anti-racist approach. The project was vast and, therefore, this article presents only one part of the conducted research, which explored the project’s impact on co-creation students through a participatory evaluation approach known as the world café. The findings highlighted the positive effect of co-creation on students’ sense of belonging, friendships, and connection with faculty, and for the co-creation project to be embedded in the curriculum at all levels of study. Additionally, the students provided clear actionable recommendations for universities to improve student outcomes and address the wickedness of the awarding gap.
... These skills allow students to interpret, evaluate and analyse information in order to form judgements and engage in meaningful learning. Influential educator and philosopher Paulo Freire (1973Freire ( , 1978 expanded on this by introducing the concept of 'conscientisation', or critical consciousness. He theorised that education systems should contribute to social justice and transformation by helping students become aware of the social, economic, and political forces that shape their lives. ...
This thesis examines how a school-based rites of passage program influences adolescent boys' understandings of their identities and their transitions to adulthood. Set in an Australian all-boys’ school, the study investigates whether such programs can challenge harmful gender norms and foster positive identity development. Findings show that while the program enhances personal growth and peer relationships, it falls short in promoting a deeper understanding of gender equity issues. This research highlights the need for rites of passage programs to encourage boys to critically engage with and rethink traditional ideas of harmful masculinities and power.
... See alsoSkovsmose (2002).4 This concept of dialogue is developed from e.g.Bohm (1996),Cissna og Andersson (1994),Freire (1972),Isaacs (1999),Kristiansen og Bloch- Poulsen (2000),Lindfors (1999),Rogers (1994) andWells (1999).5 This project was presented inAlrø and Skovsmose (2002) and in Skånstrøm (2000, 2003). ...
This article claims that the quality of classroom communication influences the quality of learning. A dialogue can be seen as a conversation with certain qualities: it is a process of inquiry, includes risk-taking, and maintains equality. These qualities can be observed as dialogic acts. From observing teacher-student and student-student relationships in processes of collaboration we have identified different dialogic acts: getting in contact, locating, identifying, advocating, thinking aloud, reformulating, challenging and evaluating. These acts we include in the Inquiry Co-operation Model (IC-Model). A teaching-learning process rich in dialogic acts in different clusters and combinations provides learning with dialogic qualities. Such learning can emerge in an investigative learning environment. Thus, in this article we develop our understanding of dialogic learning by specifying elements of the IC-Model using an example from the mathematics classroom that takes place in a landscape of investigation.
... Sa katunayan, kung hindi nila ito nauunawaan, maaari pa ngang ituring ito na isang anyo ng karahasang pangkamalayan, dahil ipinipilit na ilapat sa kanila ang mga konseptong banyaga na hindi nila itinuturing bilang sa kanila. Ito ang isa sa mga pangunahing punto ng klasikong Pedagogy of the Oppressed ni Paulo Freire (1982). Ang tunay na kalayaan ay laging nagmumula mismo sa mga api. ...
... Such inclusive language-in-education policies come with political will and costs to invest in education. This is in tandem with Critical Theory's emphasis on education as a practice of freedom, aimed at empowering learners to challenge and change oppressive structures (Freire, 1970). More opportunities arise when language-in-education policies highlight the benefits derived from linguistic diversity as a pivotal to the development of the nations (Makoni & Pennycook, 2007). ...
The incorporation of additional indigenous languages into the primary school curriculum in multilingual societies
creates both opportunities and challenges, with far-reaching ramifications for educational policy, pedagogical
techniques, and sociocultural identities. This review examines the indigenous languages’ situations to identify
implementation challenges at the primary education level in Botswana, Nigeria, and Zimbabwe. Also, the
complexities of extra-indigenous languages in language policies in selected countries are considered in the
discussion of the challenges through a wide range of opinions and perceptions. It is argued that the need to harness
beyond educational benefits of indigenous language inclusion leads to sociocultural benefits of social cohesiveness,
cultural preservation, and identity building among pupils. The main challenges associated with indigenous
languages, at the primary school level, in the three countries, are policy inertia, resource limitations, weak parental
support, high school drop-out, cultural misfit, and societal attitudes. This paper advocates for comprehensive and
maximal utilization of indigenous language inclusion benefits in primary education; and alternative and adequate
arrangements for pupils whose home languages differ from indigenous languages in primary education. If building
more democratic and inclusive educational systems in Botswana, Nigeria, and Zimbabwe is a concern, all hands
must be on the deck to cater for different languages and cultures. The paper, further, provides insights, based on
Critical Theory, into how language-in-education policies in primary schools could be addressed and resolved to
harness the benefits of multilingualism and linguistic diversity.
... They went on to propose an education system that, "... has the potential for becoming one of the most useful social-political instruments possible for dealing fruitfully with the problems of the city..." While their language is located in their place and time (urban America, the 60s), their student-centred, problem-posing methodology (cf. Freire, 1970) remains, I will argue, widely effective. ...
The overt curriculum of the industrial era, the “3 Rs” was reading, ‘riting and ‘rithmatic. The covert curriculum, inculcated by early modern schooling was punctuality, tolerance of repetition and subordination: compliance with which was important for the functioning of capital intensive industry. Overt curricula are presented as being beneficial for all. Covert curricula benefit particular positions: dominant elites or their powerful oppositional forces. In light of the current consultation on the DfES document, Towards a Unified e-Learning Strategy (DfES 2003), this paper problematises the key affordances of e-learning: flexibility, community and individualisation in order to draw attention to their distopian covert possibilities. Against flexibility might be set a return to piecework and insecurity. Against community and team working might be set normalisation and a re expression of hierarchies. And, against individualisation or personalisation might be set an increased tolerance to surveillance and a willingness to surrender personal information to anonymous, autonomous agents offering only predatory reciprocity.
... Critical consciousness (CC) reflects an individual's awareness of oppressive systemic forces in society and may translate into a sense of efficacy to work against oppression (Heberle et al., 2020). CC is a core of social justice teaching and reflects a heightened awareness of the positioning of social groups (including ethnic minoritized groups) in society and the power structures that shape these positionings (Freire, 1978). In modern conceptualization, CC is typically thought to consist of three dimensions, awareness of oppressive systems (critical reflection), a sense of efficacy (critical motivation), and active engagement (critical action) against oppression (Schwarzenthal et al., 2022). ...
Ethnic microaggressions are subtle forms of interpersonal discrimination that convey insensitivity or demean a person’s ethnic identity and have been documented in educational settings targeting minoritized students. Drawing on the racial noticing framework and insights from teacher psychological characteristics, the present study examined pre-service teachers’ competence to attend and interpret ethnic microaggressions and explored the attitudinal dispositions that contribute to teachers’ awareness of these discriminatory actions. Using a vignette design across two experimental studies in Germany, our results indicated that participants demonstrated noticing ability in detecting microaggressions. We found less consistent evidence for the role of participants’ attitudinal dispositions as predictors of racial noticing. Implicit prejudice was only related to attending microaggressions, and this result was not replicated in the second study. Surprisingly, explicit prejudice was positively associated with interpreting microaggressions in both studies. Additionally, higher levels of critical consciousness were positively linked to a greater ability in attending and interpreting ethnic microaggressions. We discuss implications for teacher education on noticing ethnic microaggressions in schools.
In South Africa and in many other parts of the world, decolonising the curriculum has become a valuedgoal, while frameworks that would systematically support the decolonising project throughinstructional design are not broadly available. In this conceptual paper we bring readers to considerone framework for instructional design, the theory of Realistic Mathematics Education, and discusshow it can aid in decolonising education in primary years. We exemplify our conceptual positionthrough an instructional design for teaching length measurement—a key grounding practice in bothearly years mathematics and science throughout the world. We propose that the resulting decolonisednarratives are not only useful in marginalised contexts of countries with a history of colonisation. Dueto their positioning of mathematics as a human endeavour, these narratives are capable of generatingmeaningful, equitable engagement with mathematics for diverse student groups in a variety ofeducational settings.
In this article, we argue it is time for discussions about literacy teachers’ experiences in education spaces to be pivoted away from externally-imposed priorities and toward an emphasis on the humanising and artistic potential of teacher education. Using Greene’s concept of wide-awakening and data generated as part of an international research collaboration, we present insights developed through analysis of a teacher-student’s experiences with writing during and after a university class. This particular teacher-student ultimately did not pursue classroom teaching. This rupture, while initially disappointing for our research purposes, made it possible to construct new understandings about writing experiences in teacher education as being full of potential beyond a narrowed focus on pedagogical outcomes. The questions produced through our new reading of this data highlighted how oversimplified future-focused discourses around the phenomenon of teachers writing may contribute to and reify a research and practical focus that centres pedagogical impacts and future outcomes. While rooted in literacy teacher education, we contend this analysis has implications for teacher education more broadly.
This book chapter examines critically the concept of Education 4.0, intersection of technologies, and the social learning theory of Albert Bandura, highlighting the need for successful alignment between instructors and learners to achieve effective knowledge transfer. Moreover, the discussion extends to the challenges and opportunities presented by hybrid and blended learning approaches pre-to-post Covid-19, emphasising the importance of readiness and pedagogical scaffolding for both educators and learners alike. Drawing on experiential learning theories, we suggest that individual environment experiences shape students’ awareness of new digital experiences. A shift in mindset from transactional to transformational engagement in (HEI) contexts is required to constructively realign the focus on creating engaging and purposeful digital learning experiences. Crucially, issues around the misalignment that can occur in digital transformation within higher education institutions, suggest a need for a more nuanced approach that goes beyond task-oriented actions.
This book chapter argues that education perversion and global capitalism and neoliberalism that commodifies humanity not only undermine local power and culture in education, but it has also left many people experiencing the “darker side” and brutality of globalisation. Other related negatives of international prescribers and globalisation that will be highlighted in the chapter are the contradiction in which education’s empty “mind” to the reception of reality from the global North, cultural homogenization, and development as the intimate enemy.
This chapter problematizes the assumption that resources are allocated to maximize education outcome and question what resources matter more to promote equality of education. In this context, given the multiple benefits of education, the primary goal of this chapter is to understand the school and non-school inputs that influence student progress in Utah amidst an increase in the education budget and teacher shortages. There are reasons that we believe that an effective approach to the equality of educational opportunity requires not only school input but also disruptive innovation. The latter is supported by a contextualized transfer of policies and practices based on adaptation to the local context. At the core of this argument is an understanding of quality education as the product of a community, rather than a product of a single policy. This distinction is necessary as the education production function approach ignores important diverse student backgrounds and refuses to admit the heterogeneity of societies, thus distorting the pivotal role of culture, and the positive relations of unobservable variables in the education production function.
Kemiskinan merupakan masalah utama bagi konteks Nusa Tenggara Timur (NTT), dan masyarakat belum secara lantang menyuarakan hak-hak mereka di ruang publik. Suara-suara kritis dari penelitian-penelitian akademis belum secara signifikan membentuk daya kritis masyarakat untuk melawan ketidakadilan. Artikel ini memberi fokus dan mengkaji tentang sejarah dan solusi dari masalah kebungkaman masyarakat NTT. Artikel ini memakai lensa trauma untuk mendeteksi kebungkaman dari sejarah kekerasan massal tahun 1965. Sejarah tersebut dipahami sebagai akar trauma politik lintas generasi, yang membatasi suara di ruang publik. Setelah memahami sejarah trauma politik, artikel ini memakai analisis struktural teologi pembebasan. Penelitian ini memakai pendekatan kualitatif dengan mengelola kajian literatur dan menyajikan secara teroretis. Penelitian ini berupaya mengelaborasi sisi pragmatis dari teologi trauma dan teologi pembebasan untuk memahami masalah kebungkaman secara lebih komprehensif. Penelitian ini berkesimpulan bahwa masalah kebungkaman mengakar pada unsur traumatis dan solusinya mesti bersifat menggugat tatanan sosial-politik. Hal ini karena pengabaian kebijakan politik terhadap pembangunan manusialah yang mengakibatkan masyarakat semakin dibungkam. Dengan demikian, artikel ini menawarkan solidaritas dan pendidikan kritis dari teologi pembebasan untuk melawan kebungkaman. Tawaran tersebut dijalankan dalam konsep dialog kritis sebagai solusi pemulihan transformatif untuk menghentikan kebungkaman. Dalam hal ini, dialog kritis menjadi bagian dari tahapan adaptasi transformatif masyarakat yang trauma dan miskin.
In today’s rapidly changing world, foreign language (FL) education faces significant global challenges that require innovative approaches to teaching and learning. As educators seek to prepare students for an interconnected future, the integration of multiliteracies and multimodal practices have become essential. These frameworks enable learners to navigate diverse forms of communication and expression, which are crucial in our increasingly digital landscape. In fact, while digitalisation in education is not a new phenomenon, the recent COVID‑19 pandemic has heightened the urgency of exploring how to effectively and meaningfully incorporate digital tools in the language classroom.
This chapter offers my reflections on the changes that came with transitioning between subfields and types of institutions as an Early Career Instructor, and how I sought to navigate them. I began my appointment in the isolated tumult of the COVID-19 pandemic and learned to apply my background in critical international relations and settler coloniality to teaching primarily in Indigenous politics. This shift brought unanticipated expectations of teaching Indigenous-settler relations as a Canadian, not international, phenomenon. Arriving at a primarily white, undergraduate campus all learning virtually also heightened my sense of being out of place.
This chapter reviews the significant empirical and conceptual literature to develop a comprehensive conceptual framing of leadership that integrates leadership theory related to higher education, public and private goods, and Jesuit leadership in particular.
Emerged during the second half of the twentieth century as a variety of English for Specific Purposes and later developed to become a major field in its own right, English for Academic Purposes (EAP) has greatly increased in importance and considerably diversified theoretically, methodologically, and pedagogically since the 1990s. This is largely due to the multitude of changes that our world has undergone at social, political, and economic levels and so do the contexts within which EAP has operated as well as the proliferation of new epistemological positions. Against this backdrop, this chapter examines the political and ideological issues permeating EAP, in order to set the stage for introducing the ‘critical turn’, with the purpose of juxtaposing Critical English for Academic Purposes (CEAP) with the ‘mainstream EAP.’ It is followed by an exploration of both diverse viewpoints and debates in the EAP literature, ranging from the pragmatic vs critical view and support service vs academic field view to normative vs ethnographic view and accommodationist view and transformative view, that have served to problematize the wider context of EAP including social, institutional, and disciplinary social structures and practices, and recently emerging perspectives within the theoretical landscape of CEAP.
This chapter explores strategies for fostering global citizenship among students in higher education, recognizing it as a critical component for preparing students to navigate and contribute to an increasingly interconnected world. By integrating global citizenship education (GCE) through a combination of curricular and co-curricular approaches, institutions can develop students' understanding of diverse cultures, promote social responsibility, and equip them to tackle complex global challenges. The study examines the theoretical underpinnings of global citizenship, including transformative learning theory, critical pedagogy, and human rights education, emphasizing the importance of a multidimensional framework that encompasses knowledge, skills, and values essential for global engagement.
Accounts detailing ‘pedagogies of discomfort’ argue that unsettling the positionalities of comfortable students affords a basis for interrogating injustice. By asking comfortable students to question their privilege, pedagogies of discomfort seek to move students toward critically informed action by problematising the normative assumptions that sustain social injustice. Yet, questions remain regarding who constitutes the focus for these discomforting incursions. This paper argues that moving beyond presumptive attributions of privilege represents an important element in the enactment of inclusive modes of education that remain relevant to all students’ lives and experiences. The paper outlines an argument for a pedagogy of comfort that seeks to suspend the ascription of culpability and guilt by engaging students in critically conscious and inclusive enactments of teaching and learning that recognise schools as sites of increasing alienation and despair for all students.
AI's role in higher education is multifaceted, influencing how teachers perceive and implement their teaching philosophies. Teachers who embrace AI tools may develop dispositions that value data-driven decision-making, continuous assessment, and the customization of instruction to meet diverse student needs. Furthermore, AI can reinforce a philosophy of lifelong learning among educators as they continually adapt to new technologies and methodologies. This ongoing professional development shapes teaching dispositions open to innovation, reflective practice, and a collaborative learning community. The authors assert that as AI becomes more embedded in educational practices, it transforms teaching philosophies and reshapes educators' fundamental dispositions, aligning them more closely with modern, technology-enhanced teaching philosophies.
Research paradigms in educational research are not merely additions to the research methodologies but meaningful frameworks into which theories and practices contribute towards the creation of the research plan. Research paradigms in the research project serve as fundamental aspects of conducting meaningful, rigorous and impactful research that contribute to the advancement of theory, practice and policy in the field of education. This study aimed to investigate various research paradigms employed in educational research and their implications on research methodologies. The study further provides the philosophical foundations and theoretical perspectives that guide the design, conduct and interpretation of research studies in the field of education.
This chapter explores the ever-changing nature of philosophical perspectives and their impact on educational systems. The text examines fundamental principles such as constructivism and positivism, emphasizing their influence on teaching methods and research strategies. By understanding these paradigms, educators can more effectively negotiate the intricacies of knowledge generation and adjust to changing educational environments. This understanding promotes cooperation among different fields of study, improving the effectiveness of educational methods in a global setting.
This chapter revisits a number of the aims and purposes of this book, and presents an overview of key dimensions of the challenges and opportunities that shape the informal economies, and the experiences of informal workers, of Latin America and the Caribbean (LAC), the Middle East and North Africa (MENA), Sub-Saharan Africa (SSA), Central and Eastern Europe (CEE) and the Asia–Pacific (AP). The chapter frames this discussion through an engagement with the ways in which skills, education and training and contested ideas about Lifelong Learning (LLL) are understood as being central to the problem of “informality”, and as the “panacea” to this problem. We review our argument that conceiving of these challenges and opportunities as being structured by a “political economy” of LLL provides a productive avenue to draw on diverse, but critical, theoretical and methodological tools in developing our analysis. The chapter concludes by engaging with the work of McGrath et al. (J Vocat Educ Train 72:465–487, 2020), their identification of a number of emerging trends in VET scholarship in Africa—framed by a focus on Policy, Systems and Institutions, Vocational Knowledge, a Critical Capabilities Approach, VET for Community Development and Skills for Sustainable Development—and our exploration of how these possibilities might be productive in other postcolonial and development contexts.
The chapter begins with stories about Moldovan migrant workers to reveal not only their experiences of economic migration and informal and precarious work, but also the mix of social media responses to portrayals of their migration and circumstances—from sympathy and concern to anti-immigrant sentiment, even racism. This story captures some of the complexities of informal work, issues of exploitation and extraction and the limits as well as possibilities of a political economy of LLL in Central and Eastern Europe (CEE). The chapter reviews how the issues facing informal workers in CEE have been analysed by agencies like the ILO and OECD, and discusses policy pronouncements for developing “enabling environments” in which informal workers can engage in forms of LLL that promise to enhance their participation in more secure forms of work. Our provocation will suggest that the challenge in CEE is more than simply shifting people from informal to formal employment (the “formalisation agenda”). Rather, the challenge is to engage the full range of social partners in facilitating LLL arrangements that equip informal workers not only with accredited and certified skills, but also the capacities to participate in re-shaping new forms of decent work and social protection to escape “poverty trap” forms of informal labour.
Der Erfolg von Computern in Lebens- und Arbeitswelt beruht auf einer engen Verbindung von menschlichem und maschinellem Handeln. Die heutige Künstliche Intelligenz (KI) fußt auf diesem Paradigma. Nicht nur symbolische, abstrakt-logische Verfahren, sondern ebenso Interaktion sind wesentliche Methoden. Auch aus der Innensicht der Informatik werden Grenzen der KI deutlich. In Bildungskontexten muss die eigene Beteiligung sichtbar gemacht werden, um Einmischungs- und Gestaltungskompetenz auszubilden.
Teacher education occupies a unique space within higher education: people are simultaneously fully students and fully teachers. Embodying this duality creates the opportunity for pre-service teachers to reflect, critically and compassionately, on educational relationships, identities, and practices. Yet, the reality is often very different; set within a system that upholds the status quo in the name of consistency and standards, teacher education classes often can be drained of both critique and compassion. This chapter examines two Australian teacher education courses—grounded in restorative and relational pedagogy—that sought to humanize the university classroom. We discuss the experiences of two educators involved in designing, leading, and teaching within the courses and utilize Ryan and Deci’s Self-Determination theory to analyze student feedback and assess the impact of the courses. Through humanizing practices, the courses assist pre-service teachers to navigate their individual needs for autonomy, competence, and relatedness and empower them to establish meaningful connections with peers and teachers as they co-create learning and teaching experiences. This relational restorative pedagogy helps to shape the perceptions of future teachers.
This participatory research project aimed to identify young people’s perceptions of the natural and built environment in their neighborhoods, including how social inequities shape those environments, and how their community and governments can improve them. The study took place with 25 young Latinas/os, ages 14 to 18, many of whom lived in a formerly unincorporated neighborhood (known as colonia ) in Pharr, Texas, located in the state’s Rio Grande Valley region. Through a walkalong, photovoice, and focus groups, participants identified waste management as a resounding priority. Their reflections highlighted their motivations behind and actions toward addressing this problem. This study makes two empirical contributions to scholarly and applied discussions on young people’s outdoor experiences. First, young people’s prioritization of waste highlights the role that trash—often in the form of scattered objects, small and large—has in shaping young people’s outdoor experiences. Second, young people are committed to improving waste conditions through individual and group actions, and they identified needed structural changes. Pharr youths’ environmental commitments call for investment in waste management and set the stage for more generative ways of experiencing the natural environment.
This article explores the principles and processes that empower rights holders within social work practice, with a particular focus on the beneficiaries from the social services organizations. It reviews key social work concepts related to empowerment, examining it both as a goal and as a process. The article underscores the importance of fostering connections and strengthening human relationships, rather than creating structural barriers—whether institutional or societal. It discusses various mechanisms that can be used to empower rights holders in social work. The hope is to inspire further studies on the concepts, theories, and processes of empowerment as a vital approach in social work practice. The exploration covers empowerment in both personal and social contexts, emphasizing the significance of perspectives on power, critical thinking, and the awareness of rights in understanding and implementing empowerment mechanisms. The article concludes by stressing that social workers should prioritize practices that empower the rights of their beneficiaries.
Keywords: empowerment processes, personal empowerment, developing awareness, power perspective, exclusion.
In the remediation of business-related human rights abuses, meaningful stakeholder engagement which culminates in effective access to remedy begins with forms of communication that enable the voice and agency of marginalized stakeholders, and value their lived experiences. Here, we consider how the development of a dialogical theorization of stakeholder engagement is aligned with the practical and ethical goals of an effective access to human rights remedy. Drawing on dialogical theory, we discern four ethical criteria —power cognizance, polyphonic pluralism, generative agonism and discursive unfinalizability— that reveal three general approaches to stakeholder engagement —essentially monologic, seemingly dialogic and authentically dialogic— based on the extent to which they exhibit the criteria above. We propose and discuss an 'authentically dialogic' approach for organizations adopting morally expansive, victim-centric approaches to engagement in the design and implementation of company-led remedial mechanisms.
Theory can be of immense value in practice and to practitioners, but is sometimes perceived as esoteric and inaccessible, or divorced from “real-world” knowledge and skills needed to enact school leadership. Policy and scholarship also call for the development of school leaders capable of thinking in ways informed by a range of theories that help leaders consider issues from various perspectives. Developing principals capable of leading for the moment and in ways that improve PK–12 systems requires us to communicate about theory in a way that positions it as a window into and lens for practice and to make theory approachable for students. In this paper, drawing on scholarship and on our roles as principal preparation faculty and as former school principals, we outline a framework for thinking about and with theory in principal preparation and for embedding theory in learning in explicit ways. Together, the iterations of theory we discuss scaffold the ability of leaders to use theory to frame critical analyses, problem-solve, broaden awareness of educational and societal issues, and constructively critique K–12 education.
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