Toward a critical pedagogy in the language curriculum (original) (raw)
Related papers
Critical Pedagogy in the Classroom
2006
Documents distributed by the American Sociological Association are not intended to represent the official position of the American Sociological Association. Instead, they constitute a medium by which colleagues may communicate with each other to improve the teaching of sociology. The ASA Teaching Resources Center encourages the production of course syllabi sets and other instructional materials.
2016
Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Downloaded 19-Sep-2016 06:31:17
Some conceptual problems with critical pedagogy
Curriculum Inquiry, 2002
One of the scholarly debates of the last decade has been about the discourses of pedagogy and pedagogy's function in society. As a result, pedagogy has been critically theorized, conceptualized, and analyzed, resulting in a body of work that adheres to the importance of understanding the human subject in pedagogy. Liberatory pedagogies, particularly critical pedagogies, are concerned with students who traditionally have been marginalized in school. Using a blend of autobiography and criticism, this article examines the case of an often marginalized group, disabled students, and asks whether they are present in the texts of critical pedagogies. The article concludes with a discussion of the tensions between inclusive theory and inclusive practice and, finally, suggests the constraints under which inclusive practices operate.
Investigating_the_applicability_of_critical_pedagogy
Crooks (2010) has elucidated that Critical Pedagogy (CP) is more likely to be dismissed when it may be perceived as culturally inappropriate. Hence, this paper aims to unpack the possible applicability of implementing tenets of critical pedagogy in the context of Saudi Arabia. The article explores the potentiality of CP among higher education English language teachers in Saudi Arabia; the populations of this mixed method (i.e., survey and interviews) study are teachers who teach at colleges of language and translation and departments of English and literary studies at two Saudi universities. Findings indicate that the participants' perspectives on CP showcase their ideational stance towards their own pedagogical orientations, which included: high awareness of CP principles, tactically using CP in some classroom scenarios, at the micro-level, and sometimes rejecting the application of such a tool due to its serious consequences. The paper thus implicates that applying CP in Saudi Arabia can foster the concept of teaching as a 'value,' (Crookes, 2021) which sustains the globalized collective waves of emancipatory education.
The International Journal of Critical Pedagogy, 2016
The need for critical pedagogy instruction in teacher education programs is unquestionable. However, what happens when teacher candidates do internalize and demonstrate a desire to enact socially just practices, and they are prevented from doing so because of their educational contexts? By using a single teacher candidate's narrative, this paper seeks to problematize the idea that effective critical pedagogy instruction is enough to change teachers' perceptions and practices. Because teacher candidates and novice candidates are positioned subversively, they are often unable to implement the critical pedagogy they may have come to value, which can lead to frustration, anger, loss of self-efficacy, and even a desire to leave the field. This article seeks to consider what steps teacher education programs can take to increase the teacher candidates' critical pedagogy sustainability within restrictive institutions and structures.
Critical Pedagogy: Challenges and Concerns
Although critical pedagogy has been discussed in the Teaching Sociology literature for nearly twenty years, dialogues about the difficulties in practicing and implementing critical pedagogical strategies in everyday classroom life are less common. In this note, we discuss a predominant theme of our workshop: challenges and concerns that may arise when one attempts to do critical pedagogy. We focus on both challenges and potential solutions for learners, instructors, and institutions of higher education. Understanding what some of these obstacles are and how they manifest in institutions of higher learning goes a long way in devising strategies to assuage their deleterious effects.