Critical Pedagogy Primer
... Moreover, critical pedagogy contributes to instigating transformation among the learners concerning transforming relations of power that are oppressive, and lead to the oppression of people (Kincheloe, 2005). Oppressed people are those who have been excluded from the social, economic, and cultural aspects and unheard in different contexts (Freire, 1998a). ...
... In this regard, Kincheloe (2005) maintains that teachers must empower their students by raising their awareness of the reproducing process of an inequitable status quo in schooling and offer societal institutions. Teachers act as transformative agents for the students. ...
Critical Pedagogy (CP) is a radical approach in education that transforms English as Foreign Language (EFL) classrooms into a discursive, interactive, and dialogic platform for raising students' voices. The practice of CP in the classroom helps teachers to patronize their students’ oppressive voices. This study explored the perceptions and practices of critical pedagogy among higher-level EFL teachers. This is a qualitative study. It comprises a small sample; representing each university-level EFL teacher from different five colleges in Dhading district in Nepal. We used semi-structured interviews to collect information. The findings indicate that EFL teachers teaching at higher levels in Nepal are aware of students' voices. They are practicing CP in their classrooms although they do not sound principally knowledgeable on CP. The practices of CP have fostered classroom environments supportive of hearing students' suppressive voices. The teachers exhibited a positive stance on the importance of students' voices within the classroom, actively listening to students’ interactions and encouraging their critical involvement in classroom dialogues. More broadly, classroom attentions by teachers to individual students are required to better practice CP.
... In traditional, hierarchical pedagogy, which Brazilian adult educator Paulo Freire (1972) called the 'banking' model of education, the teacher determines what knowledge is valuable and delivers it to students. In contrast, Freire's critical pedagogy is a dialogic, problem-posing praxis that centres marginalised individuals as experts of their own lives and experiences (Kincheloe 2005;Lucio-Villegas 2018). Learners actively participate in creating the curriculum and gain critical consciousness (conscientisation) of possibilities for their lives and their ability to pursue them, which enables them to take action on the real-world challenges they face (Freire 1972). ...
... Ultimately, we decided to focus on the ways that vivencia, praxis and conscientisation materialised in the classroom. To communicate these embedded processes of collaborative meaning-making as valid and valuable knowledge production and resist conventions demanding detached 'expert' analysis by universitybased researchers, our findings comprise descriptions of Joe's efforts to enact problem-posing critical pedagogy (Kincheloe 2005) paired with dialogic vignettes recreated from field notes and a learner-authored story. From the large corpus of data, we selected instances that relate to issues that learners identified as most important in initial topic generation and an end-of-course participatory evaluation. ...
Adult English for Speakers of other Languages (ESOL) courses are crucial for the social and economic integration of immigrant and refugee families. These programs need to be customised to learners’ diverse educational backgrounds, needs and objectives. However, adult ESOL programs consistently face demand that surpasses capacity, and neoliberal funding requirements prioritise workforce integration. This article results from a community-based participatory research (CBPR) partnership established to address these intersecting challenges through ESOL instruction shaped by the needs and priorities of refugee adults. Participatory approaches have been used widely to engage adult learners in research, from needs analysis to curriculum development and program evaluation. However, in this article we argue that CBPR is both process and product, an effective method for facilitating learning and knowledge production. Through vignettes recreated from field notes, a learner-authored story and a participatory evaluation of the course, we examine the process we have undergone simultaneously as adult education and research about adult education. By examining the data for instances of vivencia, praxis, and conscientisation, we confirmed that critical adult education is participatory research. Community concerns sparked the project, and the expertise of those closest to the issue informed the solution, resulting in individual conscientisation and action toward broader social change. By centring learners’ own words in the article, we aim to trouble the presumed divisions between community and university, researcher and participant, and education and research. We encourage fellow community-engaged scholars to reconnect with the roots of this powerful approach and recognise the importance of living out their onto-epistemological commitments in both the process and the product of participatory inquiry.
... In exploring the connections between politics, education, imperialism, and liberation, Paulo Freire popularised critical pedagogy (McLaren, 2000). According to Kincheloe (2004), critical pedagogy focuses on the social, cultural, cognitive, political, and economic dimensions that shape the broader community. The theory sheds light on how education can assist learners in acquiring a positive cultural value that promotes social change in the community (McLaren, 2016). ...
... The position integration aligns with the critical pedagogy theory underpinning this research. The necessary theory focuses on the social, cultural, cognitive, political, and economic dimensions that shape the broader community and how education can assist learners in acquiring a positive cultural value that promotes social change (Kincheloe, 2004;McLaren, 2016). ...
In recent years, there has been a renewed call to raise in-service teachers' awareness of incorporating Ubuntu principles into teaching environmental education in South Africa. This call has become urgent due to the increasing impact of climate change, particularly the devastating effects of flooding in Cape Town and extreme weather conditions experienced across the country. Grounded in critical pedagogy theory, this study seeks to enhance in-service teachers' understanding of Ubuntu values in the context of environmental education. The research employs a systematic literature review to assess the awareness levels of in-service teachers and their integration of cultural values, such as Ubuntu, in environmental education. Eight relevant articles were selected based on inclusion and exclusion criteria. The databases used for article selection included Google Scholar, ResearchGate, Scopus, ERIC, Web of Science, and EBSCO. The findings reveal a low awareness of Ubuntu values among in-service teachers, resulting in limited integration of these values into environmental education. Additionally, most in-service teachers did not encounter Ubuntu values in their pre-service education programs and exhibited little interest in incorporating them into their teaching practices. The study concludes that in-service teachers' awareness and integration of Ubuntu principles remain inadequate. It recommends that the Department of Basic Education provide targeted training to improve teachers' understanding of Ubuntu values and their application in environmental education.
... Peace education is broadly considered an act of learning that leads to transforming violence. Peace Education can be separated by form and audience to focus on aspects of, for example, Human Rights, Education for Sustainability, International Education, Education for Conflict Resolution and Development Education (Harris and Morrison, 2013), but also targeted educational intervention including Democratic Education (Dewey, 1916), Non-violence Education (Rosenberg, 2003), Multicultural/Citizenship Education (Banks, 2007), Global Education (Hicks, 2003), Moral Education (Carmody and Carmody, 1988;Noddings, 2002), Environmental Education (Carson, 1962), Critical Peace Education (Bajaj, 2008a;Brantmeier, 2011;Kincheloe), and Yogic Peace Education (Standish and Joyce, 2018). As each form of violence requires a unique form of intervention, peace education as a field seeks to be both diverse and responsive. ...
... Pedagogies of peace are both techniques and objectives, aims that alter landscapes of violence via Western educational techniques of cognitive growth (Piaget, 1965), ecological learning (Bronfenbrenner, 1979) and relational development (Vygotsky, 1981) but also methods of critical learning taught to foster equality and social justice (Kincheloe, 2008), and utilizing pedagogies of critical empowerment (Giroux, 1988). Although Harris averred that "peace education is not attractive to social activists who want to confront structural inequalities" (Harris, 2004, p. 8), other theorists perceive peace education and peace pedagogy as vital to creating social change through education. ...
This article appreciates decolonization in education, positing bicultural pedagogy as peace pedagogy. It will encapsulate peace education, peace pedagogy, colonization, Indigenous rediscovery, and Indigenization of the curriculum (biculturalism) and then turn to the transformative practice of decolonization in education. The paper seeks to propose a conceptual bridging facet from five core Māori values: wairuatanga, manaakitanga, kotahitanga, whanaungatanga, and rangatiratanga, to Indigenous pedagogy and, finally, to peace pedagogy. The alignment of Indigenous pedagogy and peace pedagogy is an attempt to evaluate the potential of bicultural peace pedagogy as a decolonizing education. The paper finds congruence between Western peace pedagogy and several gaps related to practice and cultural goals. To assist other non-Indigenous knowledge workers (termed Pākehā in Aotearoa/New Zealand) in decolonizing education, this paper has sought to elevate aspects of peace culture that align with Indigenous practices/values.
... A critical constructivist framework is about research and pedagogy, and the multiple ways in which they are connected. Kincheloe (2008) outlines the basic tenets of critical constructivist research as anchored in the understanding that 1) The world is socially constructed; 2) All knowers are historical and social subjects, everyone comes from a "somewhere" which is located in a particular and historical timeframe, this extends to spatial and temporal settings; 3) People possess knowledge and operate and construct the work on a particular social, cultural, and historical playing field; and 4) A deep concern about process through which knowledge and information is validated [50]. This framework was used as a foundation for data collection, data analysis, and framing our findings. ...
... A critical constructivist framework is about research and pedagogy, and the multiple ways in which they are connected. Kincheloe (2008) outlines the basic tenets of critical constructivist research as anchored in the understanding that 1) The world is socially constructed; 2) All knowers are historical and social subjects, everyone comes from a "somewhere" which is located in a particular and historical timeframe, this extends to spatial and temporal settings; 3) People possess knowledge and operate and construct the work on a particular social, cultural, and historical playing field; and 4) A deep concern about process through which knowledge and information is validated [50]. This framework was used as a foundation for data collection, data analysis, and framing our findings. ...
... As have outlined, being critically aware of, and engaged with, diversity needs to become a fundamental disposition and competency for students in addition to the other commonly-designated priorities in education. Thus, addressing the core concern of neo-liberalism and globalization is considered an integral feature to countering the apolitical nature of education, and, moreover, to enhancing a critical approach to social justice (Kincheloe, 2008). ...
... However, it is important to point out that critical approaches to multicultural education have overlapped with the primary tenets of anti-racism in many regards, and the strict definitions once used are no longer applicable (see, for example, Joshee &Johnson, 2007, andBanks, 2008). Ghosh (2001) and Fleras (2002) have provided comprehensive texts on multiculturalism that summarize the range of issues that have often been packaged under the rubric of diversity, and which also mesh with anti-racism, although the tone may be less sharp than those advocating a more obvious critical pedagogical approach (Kincheloe, 2008;McLaren, 2007). ...
Canada has long perceived itself to be a country in which multiculturalism, and a concomitant respect for diversity, is a unique and defining feature of its identity. Although Canada is a de facto multicultural country, owing to its rapidly evolving demography and the explicit notion of multiculturalism enshrined in its Constitution, there remains a plethora of problems and issues related to equity, diversity and human rights. This paper explores the context and impact of racism in education within a framework that acknowledges and critically positions the predominance of Whiteness. The salience of identity, therefore, is a primary consideration to understanding how marginalized groups face systemic barriers in education. The concluding analysis sheds light on the educational policy process, and focuses on the notion of accountability for anti-racism and social justice in education within a time of neoliberal reforms. The paper is critical of the lack of attention, resources and comprehensive plans in place to ensure that all students benefit from a more holistic education that includes a focus on social justice.
... The suspense component of SET is achieved through contradiction. This involves engaging in a critical analysis of conventional knowledge -processes which lead to critical enlightenment (Kincheloe, 2008). Contradiction encourages students to ask "what else" is missing from this narrative. ...
... In the case of our discussion about the green revolution, we asked students: "What perspectives are excluded from the narrative presented?" This allows students to engage in rational discourse (Mezirow, 1990) to identify blind spots, biases, and incongruencies, and begin the process of critical emancipation (Kincheloe, 2008). Our students identified varied instances of oppression and injustice from the green revolution (e.g., unequal North-South relationship, imperialism, environmental injustice, maintenance of the status quo). ...
... It is an emancipatory project for socially and culturally disadvantaged groups, where they become critically aware of oppressive and power structure offer new way of understanding self and identity (e.g. Kincheloe, 1999;Kincheloe, 1993Kincheloe, , 2004Kincheloe, , 2008Ogbu, 1992;Tajfel & Turner, 1979). According to Freire (1970), "The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom. ...
The use of technology in the present modernity discourse is a new tool of expression for the marginalized. However, as technology has always been present in some of the other forms, its role in giving meaning to one’s existence is a matter of deeper contemplation. Technology is considered to provide marginalized societies with a powerful tool for emancipation through expressions and consciousness of one’s historically shaped identity. But how is it possible? Is it happening, or is an illusion under the garb of modernity? The paper tries to understand whether modern technology equalizes assertions of one’s social identity and how it may help in the representations of social change and developing a new psychology of revolutionary education.
... Sin duda, una de las ventajas que tuvo Tiro en Braille, por el momento de su nacimiento, es la visibilidad del movimiento SDP, la enorme difusión y resonancia que tienen los ODS y el creciente acervo de la bibliografía SDP publicada en otras latitudes; especialmente, se benefició de la bibliografía crítica, que trata al SDP dentro de la matriz de poder-privilegio-dominio (Hartmann y Kwauk, 2011) y aborda la forma en que el deporte reproduce desigualdades, injusticias y marginalidad (Kincheloe, 2008), pero también considera que el deporte ofrece un núcleo fundamental para repensar y repracticar las políticas del desarrollo, apoyando procesos decolonizadores y libertarios (Darnell y Hayhurst, 2011). ...
El deporte social, globalmente conocido como Deporte para el Desarrollo y la Paz (SDP) y la Agenda 2030/los Objetivos de Desarrollo Sostenible (ODS) son dos acontecimientos globales que marcan el inicio del siglo XXI. A diferencia de los Objetivos de Desarrollo del Milenio, la Agenda 2030 contempla al deporte como unas de las actividades culturales que pueden coadyuvar a la consecución de los ODS. En América Latina y el Caribe existe un creciente interés en el deporte social como un instrumento para lograr tanto la pacificación como la inclusión social. Basándose en una revisión minuciosa de la plataforma líder global Sportanddev.org, se identifican 79 organizaciones ad hoc en América Latina y el Caribe, solo diez de las cuales contemplan su vinculación con los ODS. Se analiza una organización mexicana pionera —Tiro en Braille— como la única organización SDP regional que, además de contemplar entre sus objetivos los ODS, trabaja en múltiples aspectos de inclusión: género, discapacidad, poblaciones universitarias, creación de deportes según un esquema de plus sport y recuperación de juegos y deportes tradicionales o autóctonos. Se explica la forma en que la metodología desarrollada por Tiro en Braille es susceptible de replicarse en diversos países de la región.
... By emphasizing the researcher's lived encounters, this study elucidates the subjective and affective dimensions of institutional structures, including bureaucratic rigidity, ideological homogeneity, and the constraints imposed on academic inquiry. Additionally, this research aligns with critical theoretical perspectives that interrogate hegemonic power structures and advocate for institutional transformation (Kincheloe, 2008). Positioned within the growing domain of critical autoethnography, this study offers an alternative lens through which to understand the daily realities of scholars operating within increasingly regulated academic landscapes. ...
Universities have long served as centers for scientific inquiry, yet they are increasingly burdened by bureaucratic oversight mechanisms that, rather than facilitating research, often obstruct it. One of the most contentious manifestations of this trend is the expansion of research ethics boards (REBs). Originally designed to protect research participants, these boards have evolved into rigid bureaucratic structures that impose excessive procedural burdens on researchers. This study employs an autoethnographic methodology to critically examine the role of REBs in academic institutions and their broader impact on scholarly inquiry. Three categories emerged from the analysis: (1) strong emotions, (2) rigidity, and; (3) barriers to scientific inquiry. This study makes three primary contributions to knowledge. First, it builds on the established autoethnographic critique of REBs, providing a unique, researcher-centered perspective on ethics governance. Second, it highlights the emotional and psychological toll of the REB process, revealing how frustration and apathy deter research engagement. Third, it underscores the urgent need for reform, advocating for a more proportionate, flexible, and researcher-friendly ethics review process to ensure that ethical oversight remains a facilitator, rather than an inhibitor, of scientific progress.
... Tujuannya adalah untuk membangun kesadaran kritis pada siswa dan mendorong mereka untuk aktif berkontribusi dalam perubahan sosial. Kurikulum yang berbasis pada paradigma ini dirancang untuk mengatasi ketidakadilan sosial sekaligus menginspirasi siswa menjadi agen perubahan di masyarakat (Kincheloe, 2017 Mengarahkan peserta didik untuk memenuhi standar nasional pendidikan, dengan fokus pada penanaman nilai-nilai dasar serta pengetahuan dan keterampilan khusus. ...
p>Perbedaan mendasar dalam struktur kurikulum antara Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), dan Alur Tujuan Pembelajaran (ATP) pada Kurikulum Merdeka dengan Kompetensi Inti (KI), Kompetensi Dasar (KD), Silabus, dan Rencana Pelaksanaan Pembelajaran (RPP) pada Kurikulum 2013 menjadi isu penting untuk diteliti. Penelitian ini bertujuan untuk menganalisis secara komparatif kesamaan dan perbedaan antara kedua kurikulum. Metode yang digunakan adalah pendekatan kualitatif melalui studi dokumen dan analisis konten terhadap dokumen resmi serta literatur terkait. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka memberikan fleksibilitas lebih besar kepada guru dalam merancang pembelajaran berbasis kebutuhan siswa, sementara Kurikulum 2013 lebih terstruktur dengan fokus pada pencapaian kompetensi dasar yang terukur. CP pada Kurikulum Merdeka menekankan kompetensi holistik, sedangkan KI-KD pada Kurikulum 2013 lebih rinci dan terstandar. ATP dalam Kurikulum Merdeka juga lebih fleksibel dibandingkan RPP dalam Kurikulum 2013 yang cenderung kaku. Penelitian ini menyimpulkan bahwa Kurikulum Merdeka menawarkan fleksibilitas lebih besar, sedangkan Kurikulum 2013 mempertahankan struktur sistematis untuk menjamin pencapaian kompetensi. </p
... As social justice educators, they engage in critical teaching to disrupt the status quo. By critical teaching, we mean a kind of engaged pedagogy that encourages learners to reflect upon their culture or lived experience, encourages the exercise of their voice through a critical examination of society, and inspires the transformation of unjust power structures for a better society (Freire 1970(Freire /2000hooks 1994;Kincheloe 2008). ...
... La incorporación del DFDF en la formación de docentes representaría una oportunidad valiosa para abordar Problemas Sociales Relevantes (PSR) desde una perspectiva pedagógica crítica (Apple, 2013;Kincheloe, 2004). Este enfoque tendría un potencial dual: aprender mediante la interacción entre iguales y trabajar la educación democrática mientras se desarrollan habilidades agrupadas en tres grandes áreas (Irigoyen, 2023): ...
El artículo analiza el Debate con Finalidades Democráticas y Filosóficas (DFDF), adaptado de la práctica francesa Discussion à visée démocratique et philosophique (DVDP), en la formación docente para abordar Problemas Sociales Relevantes (PSR). Esta investigación, de tercera generación en aprendizaje cooperativo, adopta un enfoque estructural que organiza la interacción entre iguales. Se desarrolló en cuatro fases: revisión de literatura y familiarización, diseño DFDF y validación, uso en aula universitaria (n=51), y análisis cualitativo con Atlas.ti y matriz DAFO para identificar debilidades, amenazas, fortalezas y oportunidades. Los resultados destacan que el DFDF fomenta el pensamiento reflexivo y crítico, proporcionando un marco democrático estructurado, inclusivo y cooperativo que facilita la expresión respetuosa de ideas, y equidad y autoconfianza en la participación. La adaptación para discutir PSR genera un enfoque pragmático y contextualizado que conecta con la realidad educativa. Las limitaciones asumen la dependencia excesiva en el moderador y el uso limitado de pensamiento reflexivo avanzado. Para optimizar su uso, se recomienda introducir el rol de animador de la DVDP original, capacitar mejor a los moderadores y añadir actividades complementarias de pensamiento y literacidad crítica y de aprenseñar. En conclusión, el DFDF es una herramienta útil para debatir PSR de manera estructurada, que promueve el aprendizaje entre iguales y la educación democrática en la formación docente, y prepara a los futuros docentes como facilitadores de espacios de debate democráticos, reflexivos y críticos en sus aulas.
... Their work highlights the importance of education that is not only relevant and responsive to but also sustaining the cultural backgrounds of all students, fostering a holistic, inclusive, and equitable educational experience. Other scholars that shaped educational theory and practices from a CRSP perspective include Duncan-Andrade [20,21], Jean-Francois [12,29], Hammond [112], Howard [50], Irvine [113], Kincheloe [114,115], McLaren [94], and Shor [8], to cite only a few. Although these scholars represent a diverse range of perspectives within educational theory and pedagogical practice, they share a common commitment to addressing issues of equity, inclusion, and diversity in education. ...
This chapter explores the transformative shifts occurring in education at the crossroads of past milestones, present challenges, and future possibilities. It focuses on the critical intellectual movements of the twenty-first century, which build on and extend the critical theories of the twentieth century into contemporary educational thought. The chapter also addresses the unprecedented transformations driven by an emerging pendulum swinging between two poles, globalization, and localization, which laid the groundwork for the rise of glocalization in educational discourse. Scholars have become increasingly interested in educational models that bridge global interconnectedness with local relevance, urging the need for pedagogies that prepare students to engage critically with both global and local challenges. Through critical pedagogical frameworks, such as culturally responsive, culturally sustaining, and place-based pedagogies, educators have reimagined curriculum design and teaching practice to address the complexities of glocalization. Additionally, the chapter examines how advances in digital technologies have enhanced the participatory nature of learning, enabling learner engagement with global and local issues. It highlights the synergistic relationship between digital technologies, critical pedagogies, and glocalization and its implications on educational theory and practice, making education more relevant, inclusive, equitable, and diversity-sensitive. The chapter concludes by suggesting future directions for research in glocal education, particularly in teacher training and student learning.
... This mutual interaction between spectator and performance exemplifies the dialogic nature of Forum theatre, fostering a shared space of understanding and creative problem-solving that is a form of critical pedagogy (Kincheloe, 2008). ...
... Bu yaklaşım, toplumsal adaletsizlikleri, eşitsizlikleri ve güç ilişkilerini açığa çıkarmayı amaçlamakta ve öğrencilerin bu süreçte aktif katılımcılar olmasını sağlamaktadır (McLaren, 2015). Ayrıca, Eleştirel Pedagoji, eğitimin salt teknik bir süreçten ibaret olmadığını, aynı zamanda politik bir eylem olduğunu vurgulamaktadır (Kincheloe, 2008). Eğitimde toplumsal dönüşüme ve eşitliğe vurgu yapan bu yaklaşım, öğrencilerin ve öğretmenlerin birlikte öğrenme sürecine katılarak hem bireysel hem de toplumsal düzeyde değişime katkıda bulunmalarını hedeflemektedir (Darder, 2017;Hooks, 1994). ...
Antropoloji, geçmişteki insan türleri de dahil olmak üzere günümüzde ve geçmişte insan davranışını, biyolojisini, kültürlerini, topluluklarını ve dilbilimini inceleyen bir bilim dalıdır. Antropoloji ve eğitim, modern insanın bilinçlenme, kültür oluşturma ve kendini yansıtma eğilimlerini yansıtacak şekilde gün geçtikçe daha fazla bir araya gelmektedir. Bu iki alanın bir araya gelmesiyle ortaya çıkan ‘Eğitim Antropolojisi’, eğitimin sosyal ve kültürel boyutlarını analiz ederek eğitim politikalarının kültürel farklılıklara nasıl uyum sağladığını ve bireylerin eğitim süreçlerine nasıl katıldığını derinlemesine incelemektedir. Ancak bu alan, Antropolojinin farklı metodolojilere sahip olması, pek çok disiplininin eğitime uyarlanamaması ve Eğitim Antropolojisi üzerine yapılan araştırmaların sınırlı olması nedeniyle eleştirilmektedir. Nitel araştırma yöntemlerinden sistematik derleme deseniyle gerçekleştirilen bu araştırmanın bulgularına göre, Eğitim Antropolojisini ayrı bir bilim dalı olarak ele almak yerine, antropolojik ilkelerin ve yöntemlerin eğitime uyarlanabilirliği üzerinden incelemek hem teorik hem de pratik anlamda daha etkili olabilir. Araştırma kapsamında, Antropoloji ve eğitim ilişkisi alanyazındaki çalışmalar ışığında bütüncül bir perspektifle ele alınmış, Eğitim Antropolojisinin bağımsız bir alan olarak görülmemesinin gerekçeleri açıklanarak eğitimde antropolojik yaklaşımların önemi kapsamlı bir biçimde sunulmuştur.
... In this regard it is critical to acknowledge that the role of the 21 st century teacher is that of exposing learners to a wide range of experiences that help them develop awareness of freedom, recognize authoritarian tendencies, and connect knowledge to power and develop the ability to take constructive action. Penna (2019) quotes Kincheloe (2008) who expounds that critical pedagogy may help students "…reshape their lives, become better scholars and social activists, realise their cognitive potential, re-create democratic spaces in an electronically mediated global world, and build and become members of communities of solidarity that work to create better modes of education and a more peaceful, equitable, and ecologically sustainable world." (p. ...
Most African systems of education seem to be struggling to prepare students to be successful workers, creators of employment, and even active citizens. This is attributed to the former colonial educational policies and practices inherited into the system. Thus, our African heritage has become vulnerable and hence the need for a total revamp of classroom pedagogies at all levels. It is prudent to acknowledge that immeasurable knowledge imbedded in our African heritage is an empowerment tool that has to be harnessed for sustainable development. Embracing heritage knowledge systems at all levels will inform viable education policies and practices resulting in the need to re-position the twenty-first century classroom teacher. This theoretical paper focused on teacher education and pedagogy as key components for quality education and fulfillment of Education 5.0. It is inevitable therefore for teacher education curriculum to prepare teachers that are practical-oriented and who will appreciate the background and history of the communities where learners come from. The following questions guided findings and conclusions in this paper. (a) What is the role of the twenty-first century teachers in embracing heritage-based education? (b) How can the twenty-first century teacher embrace on heritage-based education for sustainable development? The paper proposes a teacher education curriculum that exposes trainee teachers to the significant pillars of our heritage as a nation. Pedagogy that harnesses contemporary technologies and heritage-based knowledge systems should be the guiding principles in teaching and learning.
... This is related to changing the relationship of power that might oppress and lead to human oppression, this is trying to humanize and empower students. Menurut (Joe L. Kincheloe, 2008) Education is basically political, and all types of pedagogy must know this fact. The vision of education and social about equality must be the idea of all types of education. ...
The purpose of this study described critically in several aspects of Paulo Freire's critical pedagogy and its contribution to educational transformation. This study uses a qualitative approach with the literature study method, namely the data collection method by understanding and studying the theory of various literature related to research. This research is based on critical interpretation. This illustrates several aspects of Paulo Freire's book, The Pedagogy of the Oppressed. In addition, several other related sources are also considered as a basis. This research is based on the concept of several key terms, to draw conclusions based on several important Freire messages. The results showed that, (1) Provides a background in critical thinking, the theoretical basis of Freire's critical pedagogy, and his life experience. Freire's critical thinking about the "bank style" education system, which hinders the development of students' creative thinking. This includes the role of oppression and dehumanization of the traditional education system and "bank style", dialogue and awareness, the implementation of education raises problems, praxis as an election in situations, the role of political and cultural factors in changes in education. (2), based on Freire's critical pedagogy, there is a critical interpretation of the current school system education process, practicing teaching strategies based on freedom, curriculum planning, and the possibility of transformation become the role of teachers and students. Therefore, to prepare citizens based on freedom and humanity, it is necessary for students to have a critical pedagogical method that can move forward by building relationships between students and their environment. This requires collaborative and interactive policies and teaching. It is hoped that this research will provide some encouragement for the transformation of the current state of education.
... Critical media literacy is based on theories from cultural studies (Durham & Kellner, 2002;Hammer & Kellner, 2009) and critical pedagogy (Darder, Baltodano, & Torres, 2003;Kincheloe, 2007) that guide students to question their relationship with media and information. Critical media literacy includes three dimensions (Share & Gambino, 2022). ...
The urgency and complexity of contemporary social justice issues facing the world today mean that activists, scholars, and storytellers need a readily available compendium of cutting-edge scholarship on media and social justice. This handbook represents the collective wisdom of more than 40 leading voices across positionalities and perspectives, geographies and generations, meta-theories and methods, and issues and identities. Each of the 32 chapters presents a state-of-the-art systematic overview of a brief history, key concepts, contemporary debates and dialogues, and future directions. The book begins with introductory remarks on perspectives, positionalities, and paradigms. The section on approaches and analytical frameworks examines classic and contemporary media theories related to social justice such as political economy, critical cultural studies, reception studies, and framing analyses. The next section on methods and meaning-making reviews methodological tools such as quantitative criticalism, media ethnography, and critical discourse analysis for media justice researchers. These theories and methods are then applied to specific intersectional identities, contemporary social issues, and communities worldwide in the next section: “Resistance and Revisioning. The book concludes with reflections on resistances, reckoning, and reparative justice.
... Following Ladkin's (2007) theory of knowing, both experiential and practical knowledge were gained by participants in this study when they tried new approaches and engaged in dialogue to grow their own practice. Our collective ability to embrace the challenges of systemic change through dialogue and action cycles was reflected in our ability to reimagine the structures that define our systems of schooling (Kincheloe, 2008). At each gathering, participants were "actively engaged in the quest for information and ideas to guide their future actions" (Whyte, 1991, p. 20). ...
In this study, we enacted critical participatory action research (CPAR) within an online community of practice (CoP). The CoP was designed to build a community of outdoor play and learning (OPAL) practitioners. This paper describes how a cohort (n=18) of experienced Kindergarten to grade eight (K-8) teachers from across British Columbia shared their OPAL experiences and practice and the collective action taken. Regularly scheduled meetings over a six-month period resulted in dialogue that identified the need for quality resources that were accessible for all teachers. The concept of a website, developed for teachers by teachers experienced with OPAL, was initiated within the CPAR process. This article describes findings related to participation in a CPAR CoP, and the process of deciding upon and enacting shared action to support OPAL elementary school teachers.
... Moreover, understanding an educator's role in social justice-focused teaching expands beyond the notion of personal awareness, experiential learning, and motivation. Rather, as Kincheloe (2008) asserts, it is converged on clarifying the relationships between culture, power, and domination. More specifically, Kincheloe argues that while learning requires choice and action from students, teaching demands relationships that embark on a trajectory of individual and personal development within the context to discover new information and theoretical paradigms. ...
Community service and social justice are often integrated in curricula at historically Black colleges and universities (HBCUs), with some institutions having graduation requirements. As the educational landscape continues to change and circumstances have shifted, more programs and universities are offering online classes and other forms of e-learning. From the Civil Rights Movement, to the protests for Michael Brown, and #hashtagactivism this article examines how HBCUs cultivate social justice in online spaces and the use of e-learning to enact political change.
... We gratefully acknowledge the critical and radical ancestors, activists, and scholars who have impacted our learning and teaching and informed the creation of our versions of DJ pedagogy. These include: critical pedagogies (Freire, 2012;Giroux, 2011;Kincheloe, 2004); anti-imperialist, anti-white supremacy, anti-capitalist, anti-heteropatriarchal Black feminist pedagogy (hooks, 1994, 2003); anti-oppressive pedagogy (Kumashiro, 2000(Kumashiro, , 2009; queer pedagogies (Hillock et al., 2016;Smith, 2013); disability studies pedagogy (Dolmage, 2005), feminist disability studies pedagogy (Knoll, 2009); crip / disability pedagogy (Chinn, 2016); anti-racist (Dei, 2014) and anti-colonial pedagogies (Dei & Kempf, 2006); decolonizing pedagogies (Smith et al., 2019;Zembylas, 2018); harm reduction pedagogy (Shelton, 2020); anti-carceral pedagogy (Vaught et al., 2022) and anti-transcarceral grief pedagogy (Poole et al., 2022). Together, radical and critical pedagogues and their pedagogies have inspired our envisioning and applications of anti-ableist and disability justice pedagogies. ...
... According to Kincheloe (2008), another major discoursal factor when it comes to higher education, but in particular to BAPS, is the issue of language. The critical pedagogy is vitally important, since it examines the discourse of authorial voice from the perspective of the values students hold, as well as their language, which ought to be readdressed against the social justice perspective (Gibbs et al., 2021). ...
In this theoretical paper we explore the authorial voice of black African postgraduate students in their writing and scholarship experience. This includes investigating the undergirding factors that need to be interrogated when it comes to the student–supervisor relationship. Some (if not most) black African postgraduate students experience challenges in respect of expressing or formulating that all-important authorial voice in their studies, possibly due to a failure to convey ideas, thoughts and arguments systematically. In addition, cultural identity and academic requirements may be hindrances, making it more difficult for them to write successfully, and to engage appropriately in their postgraduate research journeys. In the process of postgraduate students unearthing their authorial voice, a qualitative approach was adopted in this desktop study. In terms of the theoretical framework, the critical pedagogy of Freire was used to examine this phenomenon. Freire’s theory underscores the fact that supervisors cannot simply see themselves imposing their views on those who are less knowledgeable about authorial voice. The findings of this work lean towards highlighting that the student, to a large degree, are to be blamed for this oversight, because without giving students any agency in the supervision journey, supervisors tend to reproduce their experience.
... 66 Employing this instructional approach in an online course lends itself to creating a communal space where students create knowledge through engagement and reflection. 67,68 Such knowledge exchange prepares students to participate in tasks enriched by different perspectives and at the same time, develop their cognitive skills. 69 Course description Advanced Critical Writing, a 14-week online asynchronous upper-level English course, was developed to refine students' critical thinking and writing abilities. ...
The transition to online learning during the COVID-19 pandemic cast a spotlight on online courses and their lack of high-impact practices that encourage active learning. One high-impact practice that can facilitate active learning in an online course is a shared experience. Providing mutual access to a common course resource in an online course generates opportunities for students to not only engage with each other and the content but also to develop their critical thinking skills. Narrative podcasts work well to fill this role because they are story-driven and call on listeners to use their imagination and sensory and perceptual skills to process and visualise information. Therefore, as a digital learning tool, a podcast can support course design principles that promote engagement and skill development, since this strategy lends itself to creating a collaborative space where students create knowledge through engagement and reflection. Although literature exists on the value of using lecture podcasts or student-generated podcasts, little scholarship investigates using a narrative podcast as a shared experience. Employing a constructivist lens, this qualitative study examined student perceptions in an asynchronous online English undergraduate critical writing course about their experiences. Findings suggested that using a narrative podcast as a shared learning experience enhanced levels of engagement and fostered better efficacy in critical thinking. Therefore, this study adds to the knowledge base about narrative podcasts as pedagogical tools to create a high-impact practice in an online course.
... They help students examine the politics behind the production of texts; challenge, question and deconstruct text; and explore various perspectives in texts (Felipe-Fajardo, 2015). In addition, critical teacher educators use critical language pedagogy to help students to critically analyze institutional policies and community practices (Felipe-Fajardo, 2015), prepare them to expose and resist oppressive forms of power in schools and communities, and examine the socio-political and economic conditions that privilege one discourse over others (Kincheloe, 2004). Moreover, they challenge the political neutrality of curriculum, pedagogy, and education systems and seek to develop sociopolitical consciousness in students (Dover, 2013) to effect social transformation. ...
This reflection article makes a call to the language teacher education field in Colombia to integrate social justice language education and critical language education perspectives to advance a social justice agenda in language teacher education. Its overall intention is to invite critical language teacher educators to expand the scope of their work by being knowledgeable about the theories or dimensions of social justice - redistribution, recognition and representation - and including social justice frameworks and principles in their practices. These elements are fundamental to tailoring teacher education programs and guiding pedagogical practices that prepare future teachers for social action and transformation.
... When teams of 3-5 activity authors were formed for each of the 50 topics, the development leader gave them more information about their respective scenario topics: about 200 words and links to videos and/or further reading. This encouraged them towards a culture of researchers (Kincheloe, 2008) while each of them was coming up with an activity idea that would simultaneously address the scenario topic (and therefore an SD curricular outcome) and a curricular outcome for their subject. As a result, the authors could be based on the solid ground of their expertise, while being prepared to collaborate in a common interdisciplinary direction. ...
This paper reflects on the project for the creation of teaching scenarios for the curricular Interdisciplinary Topic of Sustainable Development, which addressed a wide variety of subjects in Croatian primary and secondary schools. The paper intends to provide insight into potentially replicable approaches for the creation of teaching resources in similar contexts. The paper aims to identify (1) the project’s approaches that stimulated interdisciplinary collaboration during the creation of the teaching scenarios, and (2) the project’s approaches that could facilitate the adoption of the teaching scenarios by a wide variety of subject teachers. The approaches are explored through observation and reflection by the author, who was the key expert and development leader for the teaching scenarios. The interdisciplinary creation is found to be stimulated by creating conditions for authors to explore sustainable development with an awareness of their subject’s important role in it while paying attention to team relationships, processes, and results, including in online collaboration spaces. The teaching scenarios are found to be more likely to support a multidisciplinary type of implementation than an interdisciplinary one due to teaching activities mostly being not integrated enough to enable team teaching. This, however, allows more enthusiastic individual teachers to use the activities autonomously. The scenario adoption may be supported by the efficient simultaneous addressing of subject outcomes and sustainable development outcomes, by the adaptability of teaching activities, and by the connection between scenario topics and real life, including the life of the school community and wider communities.
... Courageous students got up the nerve to raise their notions and polished themselves for a reaction that experiences had taught them, they can expect. If they completed what is expected, bring up the lessons of the day they are applauded and rewarded and envied by their teachers and peers (Kincheloe, 2004)". According to the United Nations Education Science and Culture Organisation's document, the purpose of transformative pedagogy is; "an innovative pedagogical approach that empowers learners to critically examine their contexts, beliefs, values, knowledge and attitudes with the goal of developing spaces for self-reflection, appreciation of diversity and critical thinking (UNESC, 2017)". ...
Since centuries, education has been very important discipline in the human, animals, birds, other
creatures and environment. Education inculcates knowledge, decision-making understandings, peace and
calmness, smartness, rationality, and openness and acceptance (of research based on science) in a human mind.
The adoptive nature of human beings is notable and leading to the search, research which is used for growth,
benefit to the society, living creatures, and environment. Negative usage destroys. Everybody wants to be happy
and learn more for their positive development.
Spirituality plays an important part on human life and to the environment and all living creatures. Right utilization
of spirituality in pedagogy leads to the good for all. It is important to educate people with having social interaction
Metta and karuna, which is an applied concept of Buddha which is in brahmaviharas of Dhamma teachings.
Spirits of Metta and Karuna in social interaction is as important as education is. Righteous approaches of
asthangik marg (eightfold path), is also applied education. Spirituality is applied science and is became part of
social work discipline.
Teachers’ Pedagogy with Metta and Karuna is very important for success in teaching and learning process and
without Metta and Karuna, knowledge is not worth of. So Metta and Karuna is as important and knowledge in
pedagogy. Pedagogy with right knowledge directly impact on student’s physic development and growth of mind.
There are some theories of social work to teach students as an organized group and as an individual student as
well. Spiritual social work intervention is a tool to modern pedagogy in modern time
... Thirdly, the aim of critical pedagogy lies in fostering critical awareness about the part power relations affect and dominate social hierarchies and structures throughout the world; something vital to the acquisition of a second language (Freire, 1998;Kincheloe, 2005;Kubota, 2021). "By shedding light on the marginalized experiences and voices of culturally, socioeconomically, and linguistically subjugated people" and questioning hegemonic traditions, critical pedagogy examines the inequalities present in current power relationships and investigates ways in which one can disrupt societal norms (Kubota, 2021, p. 207). ...
As the student population in today’s world language classrooms becomes more diverse, the importance of interculturality has increased (NCES, 2022). Beyond this need for interculturality lies the development and teaching of critical intercultural competency (CIC) among world language students as a means of addressing systemic social injustices and learning to respect and better understand cultural differences within the United States and those countries where the target language is spoken. Despite numerous studies conducted about intercultural competence and interculturality, there remains a dearth of research on practical strategies teachers can use to implement CIC in their classrooms. Without opportunities to explore more about CIC, teachers remain left out of the cultural conversation and how to effectively create an inclusive classroom environment, which lends itself to exploring difficult cultural, social, and linguistic topics. This case study will use a qualitative constructivist approach via a culturally relevant teaching and culturally sustaining pedagogies lens. Teacher-participant surveys and textbook analysis will be explored and coded for patterns and themes using in vivo, descriptive, and values coding. This study will look at three influences (textbooks and other materials used in class, individual dispositions, and teacher training experiences) on teachers when teaching culture and providing them with a better understanding and set of strategies to implement CIC in their second language acquisition practice.
Bu çalışmada din eğitimi öğretmenlerinin eleştirel pedagoji yönelimlerinin çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Eleştirel pedagojinin savunduğu ilkeler din eğitimi açısından 21. yüzyılda öğrencilerin kazanması ve geliştirmesi beklenen hedeflerdendir. Eleştirel pedagojinin hedeflediği öğretmen tipine ulaşabilmek için öncelikle din eğitimi öğretmenlerinin bu yaklaşıma olan yönelimlerinin belirlenmesine ihtiyaç vardır. Din eğitimi öğretmenlerinin eleştirel pedagojiye dair yönelimlerinin incelenmesi, bu pedagojinin sınıfta etkin bir şekilde uygulamaya yansıması için önemlidir. Yapılan bu çalışmanın eleştirel pedagojiye yönelik öğretmen görüşlerini din eğitimi öğretmenleri özelinde araştırmak yönünden alan yazına katkıda bulunacağı düşünülmektedir. Nicel araştırmanın ilişkisel tarama deseninde yürütülen çalışmanın örnekleminde, uygun örnekleme yaklaşımına göre seçilen 421 din eğitimi öğretmeni bulunmaktadır. Araştırmanın örneklem grubunu Ortaöğretim Din Kültürü ve Ahlak Bilgisi öğretmenleriyle İmam Hatip Lisesi Meslek Dersleri öğretmenleri oluşturmaktadır. Örneklem grubunun eleştirel pedagoji yönelimleri yaş, cinsiyet, eğitim durumu, içinde büyüdükleri ailenin sosyo-ekonomik durumu, anne-baba eğitim durumu ve mezun oldukları bölüm değişkenleri açısından karşılaştırılmıştır. Araştırmanın verileri Öğretmenlerin Eleştirel Pedagoji Yönelimleri Ölçeğiyle toplanmıştır. Verilerin analizinde betimsel istatistikler, t-testi ve ANOVA kullanılmıştır. Araştırma bulgularına göre, Ortaöğretim DKAB ve İHL Meslek Dersleri öğretmenlerinin eleştirel pedagojiye yönelik yönelimleri orta ile üst düzey arasında yer almakta, bu da öğretmenlerin eleştirel pedagojik ilkelere belirli bir düzeyde yakınlık gösterdiğini ancak en üst düzeye ulaşmadıklarını ortaya koymaktadır. Yönelimlerin yaş, sosyo-ekonomik düzey, ebeveyn eğitim durumu ve mezun olunan bölüm gibi değişkenlere göre anlamlı bir farklılık göstermediği belirlenmiştir. Buna karşın cinsiyet değişkeninde kadın öğretmenlerin daha yüksek düzeyde eleştirel pedagojik yönelim sergiledikleri görülmüştür. Bu sonuçlar eleştirel pedagojik farkındalığın bireysel gelişim, mesleki deneyim ve bağlamsal faktörlerle şekillendiğini göstermektedir. Çalışmanın bulgularına dayalı olarak din eğitimi politikalarının eleştirel pedagojiyi daha etkin bir şekilde destekleyecek nitelikte yeniden yapılandırılması gerektiği önerilmektedir.
Addressing the rapid increase in global e-waste production, and the embodied carbon of consumer electronics requires a shift towards a more sustainable computer engineering paradigm centered around ‘slow consumption’ practices like repair. We argue that effective sustainability education is a critical part of effecting this change. Through surveys and interviews with students, repair experts, and community members, we investigate existing attitudes and levels of sustainability literacy among engineering students, and outline opportunities for meaningful teaching and learning. We develop, deliver, and evaluate a university-level course centered on electronic repair, drawing on evidence-based pedagogical strategies for meaningfully building sustainable development competencies. The aim of the course was to build both practical repair skills and critical sustainability competencies, and to bring students into conversations and longer term collaboration with the broader community. Our findings indicate that the course successfully resulted in shifts in student attitudes and that students reported a commitment to ongoing community engagement and personal action. The findings underscore the need for meaningful integration of environmental literacy into engineering curricula, through implementation of evidence-based pedagogical strategies, in order to train future engineers with an understanding of the relationship between their work and the environment.
This paper explores the philosophy of English education, emphasizing its theoretical foundations and practical implications for teaching and learning. By examining historical developments and key philosophical perspectives, the study highlights how various theories influence pedagogical approaches and classroom practices. The evolution of English education is traced from early 20th-century progressive education, characterized by John Dewey's advocacy for experiential learning and critical thinking, to contemporary movements such as constructivism, critical pedagogy, and postmodernism. Moreover, Constructivism emphasizes the active role of learners in constructing knowledge through experiences, advocating for student-centered learning environments. Critical pedagogy challenges traditional educational models, promoting dialogue and empowerment among students, thereby fostering social justice and equity in the classroom. Postmodernism questions absolute truths and encourages the exploration of diverse meanings in texts, advocating for a curriculum that reflects a multiplicity of voices and perspectives. Finally, The implications of these philosophical frameworks for teaching practice are significant. Educators are encouraged to adopt collaborative and authentic assessment strategies that reflect students' interests and experiences. Furthermore, creating safe spaces for dialogue and embracing complexity in texts can enhance critical thinking skills and promote inclusivity. Ultimately, the philosophy of English education serves as a vital foundation for effective teaching, encouraging educators to reflect on their practices and the broader implications for fostering a rich and engaging learning environment. This study underscores the importance of a philosophical framework in shaping English education, suggesting that a deeper understanding of these theories can lead to more effective and equitable teaching practices.
This chapter examines language education's historical and current power relations to discuss decolonizing language learning. It shows how colonial histories have forced underprivileged groups to speak English, eroding their linguistic and cultural identity. The chapter challenges linguistic hierarchies to promote social justice and linguistic variety in language education. Critical Language Pedagogy examines how language training reinforces or challenges social inequality. Creating a more fair language education system requires including indigenous languages and knowledge systems, tackling linguistic hegemony, and developing alternative evaluation methodologies. It requires a future-focused approach that prioritizes social justice, equity, and undoing colonial legacies in language learning.
Ideological leaders have been influential in the cognitive life of societies with their ideas both during their lifetime and after their deaths. Although the motto “ideologies are dead” is on the agenda, the influence of ideologies/ideological leaders in the philosophy of life of nations cannot be ignored. The influence of ideological leaders, especially in the fields of politics, religion, and education, is still felt in today’s world. The fact that ideologies are far from democratic understanding, resisting innovations, and demanding unconditional obedience to the leader is also reflected in ideological leadership. Considering that education is the quick and easy way to transfer state ideologies to the public, it can be said that ideological leadership has a devastating effect on schools. In this context, the purpose of this qualitative research, in which data were obtained through document analysis, is to present a different perspective to researchers by examining the concept of “ideology,” “the relationship between ideology and leadership,” and “ideological leadership and education relationship.”
This bibliometric analysis examines the literature on critical pedagogy from 1986 to 2023, highlighting significant trends, influential authors, key institutions, and the evolving nature of the field. The study reveals a substantial increase in publications, particularly in recent years, reflecting growing interest and expanding research addressing contemporary issues such as social power relations, inequality, and democratic education. Influential figures like Peter McLaren and Henry A. Giroux have significantly shaped the theoretical and practical foundations of critical pedagogy. Key institutions, including the University of California and Victoria University, have played crucial roles in advancing research and fostering collaborations. Thematic analysis identifies democracy, cultural literacy, and identity politics as central themes, explored through various lenses like poststructuralism, gender, race, and sexuality. The findings underscore the interdisciplinary nature of critical pedagogy and its application across diverse educational settings. Based on these insights, recommendations for future research include fostering interdisciplinary collaboration, expanding studies to underrepresented regions, investigating emerging issues, strengthening the link between theory and practice, and conducting longitudinal studies to track the long-term impact. These steps aim to promote educational practices that are democratic, inclusive, and transformative.
In the 1980s and 1990s, state governments began to take over local school districts in cities across the United States. After decades of local resistance to state control, communities are beginning to make strides in their efforts to regain local control. This paper examines local- and state-level stakeholders’ perceptions of the return to local control in Newark, New Jersey in 2018. Using an integrated critical race theory framework, we find conflicting reasons for returning local control, which we call practical and liberatory reasons and that the cultural wealth of local stakeholders propels the liberatory reasons for local control.
This study aims to uncover the perceptions of teacher candidates about social justice and their willingness to participate in addressing social justice issues by using critical pedagogy in their future classrooms. Within this concern, the participants of the study consisted of 45 teacher candidates from both departments of English Language Teaching (ELT) and English Language Literature (ELL) at a state university in Turkey. As the research design of the study, a qualitative research method was adopted. In this regard, a written interview was designed and utilized to collect data. The qualitative data were analyzed through inductive analysis method. The overall research findings revealed how teacher candidates envisage embracing diversity, equity, and social justice in language and literature teaching classes through critical pedagogy. Based on the research results, some implications for just language teaching and suggestions for further studies were presented as well.
This chapter examines the significance of epistemology in educational research, highlighting its role in influencing research techniques and approaches. This course offers a thorough exploration of epistemological theories, distinguishing them from ontology, and analyzing their influence on research perspectives and the validation of knowledge. Researchers can improve the precision and ethical soundness of their studies by understanding epistemology, resulting in a more profound and nuanced comprehension of educational phenomena.
1. Introduction. 1.1. Aims. – 2. Methodology. – 2.1. Sample. – 2.2. Instrument. –
2.3. Procedure. – 2.4. Analysis. – 3. Results. – 3.1. Preservice teachers´ perception on EFL formal instruction received. – 3.2. Preservice teachers´ perception on EFL teachers´ positive and negative characteristics. – 4. Reflexions. – 5. Conclusions.
This essay is a philosophic and historical overview of critical literacy education. It reviews the theoretical assumptions underlying models of critical pedagogy and critical discourse analysis-making the case for critical literacy as a necessity for democratic education in the face of current political, economic and social conflict. It argues for a renewed emphasis on the teaching and learning of civil discourse and exchange in classrooms. Given the destabilisation of 'truth' and 'reality' in an increasingly volatile post-literate digital culture-dialogue and face-to-face talk around texts in the classroom remain a core component of critical literacy and democratic education.
The application of Critical Pedagogy (CP) based on strengthening and valuing the identity of each person to educate them in diversity and achieve social equity becomes key to helping learners identify themselves as agents of change to contribute to the creation of social solutions. The study reports the experiences of pre-service teachers of the Teaching English as a Foreign Language (TEFL) undergraduate program while implementing CP to teach English to children and teenagers who are beneficiaries of a Charity Foundation in Cuenca, Ecuador. The findings show that pre-service teachers were able to implement the principles of CP not only to teach English but also to foster in students a sense of self-identity and social justice, achieving the goals of using this approach.
Zines are self-published, low-budget printed, ephemeral works, motivated by a desire to share ideas of all kinds—personal reflections, political essays, how-to instructions, and more. During spring 2014, several undergraduate students and a metadata and reference librarian collaborated to create a zine library at the State University of New York (SUNY) at New Paltz. In the years that followed, they received a small programming grant, organized zine readings and how-to workshops, developed an interactive social media presence, and created a zine library intern position.
Thirty years into a democratic South Africa and pedagogical approaches in many early childhood contexts are still undemocratic that espouse to pedagogy being conducted in transmissive ways. There is a dissonance with what policies designate and what practices promulgamate in ECCE. In this chapter I argue why we need an alternate pedagogy in South Africa such as a transformative pedagogy which has its roots in critical theory, ubuntugogy and pedagogy in participation. Drawing from concepts of critical theory, pedagogy in participation and ubuntugogy, I propose a transformative pedagogy.
Using the approach of autoethnographic narrative, three teacher educators from a cosmopolitan city in South India discuss how they use critical approaches in preparing preservice teachers and educational psychologists in the courses that they teach at a private university. The students are sensitized about the marginalized and the privileged sections in a multicultural and multilingual nation as India and to become culturally responsive in their classrooms or with their clientele in terms of their dispositions, knowledge, and skills. The chapter also describes the integration of critical approaches in the doctoral program aimed at addressing educational disparities and promoting social justice in education.
In recent years a number of efforts have emerged inviting learners to imagine alternative futures through speculative design practices. However, a challenge for the research community has been empirically documenting the relationship between the design of these speculative educational experiences and learners’ exploration of target topics with diverse media in complex and dynamic construction environments. Critical Constructionist Design (CCD) is a framework aimed at inviting learners to leverage speculative design to construct future-thinking critical artifacts that center their histories, perspectives, and values. In this chapter, we review data produced from two CCD implementations to show how the framework can also offer an empirical trace of how participants’ experiences emerge from their interactions with the design of the workshop. Leveraging a weaving metaphor, we share an “analysis tapestry” that illuminates how students’ past history and present experiences are projected into speculative artifacts, and which key features of the design—practices, materials, people, technologies—mediate participants’ (re)construction of their social, cultural, and political identities.
Bu çalışmanın amacı, eleştirel pedagojinin özelliklerine ilişkin bir envanter oluşturmaktır. Betimsel bir çalışma olan araştırmada, Delphi tekniği ve literatür taraması -dökümün analizi- kullanılmıştır. Araştırmada çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden maksimim çeşitliliğe dayalı amaçlı örnekleme yöntemi kullanılarak 24 katılımcının görüşlerinden yararlanılmıştır. İki oturum sonucu toplanan araştırma verileri içerik analizi yöntemi ile çözümlenerek verilerde açıkça görülmeyen özellikler; tema, kod ve kategoriler -sınıflamalar- aracılığıyla ortaya çıkartılmıştır. Çözümlenen veriler, eleştirel pedagojinin temel kaynaklarındaki eleştirel pedagojinin temel özellikleri ile birlikte değerlendirilerek 43 özelliğin yer aldığı bir eleştirel pedagoji envanteri oluşturulmuştur.
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