Search

In many universities offering qualifications in education, Paulo Freire's critical pedagogy features prominently in curricula for pre-service teachers of English. Student teachers are prepared with the knowledge and skills that enable them to use approaches from critical pedagogy to teach English effectively in their classrooms upon graduation. Critical pedagogy affords pre-service teachers of English training in teaching critical literacy, a pedagogy of self-empowerment, and tools for teaching critical thinking. However, student teachers may not easily exploit these affordances when they start to teach since many constraints in the school system may impede the effective implementation of critical pedagogy in the English classroom. These constraints include the inflexible Annual Teaching Plan, the practice of teaching for assessment, and contradictions in the Curriculum and Assessment Policy Statement (CAPS). As a result, there is a disparity between the vision of teaching English in critical ways on the one hand and opportunities to realise this vision within the structures of South African policy on the other. In this article, we explore this disparity and its implications for learning to teach English within a critical pedagogy framework.

This paper constitutes the introduction to the special issue of Pedagogy, Culture & Society, titled ‘Intercultural Communication Pedagogy and the Question of the Other’, which emerged from the launch event of the Institute for Language Education at the Moray House School of Education and Sport, University of Edinburgh. It proceeds from the arguments that intercultural communication pedagogy has clung too long to essentialist competency models that erase all differences, and that to counteract their effects one needs to pay greater attention to the most pre-original and non-synthesisable ethical relation between self and other. To do so, the paper draws on debates that have problematised competency models, discussing in depth two interrelated central themes that these debates have tended to overlook. The first theme refers to the possibility of the oppressed turning into oppressors in their efforts to free themselves from the unified notion of culture that competency models support. The second theme refers to the emancipatory mission of critical pedagogy which, despite its best intentions, operates within a normative framework from which self and other become the same. The paper culminates with the questions that drive contributions to this special issue, offering an overview of the papers that it contains.

The subject of the analysis is the need to strengthen studies and research in the field of black pedagogy, negative pedagogy, anti-pedagogy, clinical psychology, and critical philosophy in the humanities and social sciences, which reveal the mechanisms of violence in domestic socialization as resulting in delayed reproduction of violence in interpersonal relations and politics. The author points to the development of trends in humanistic and personalistic pedagogy, such as the pedagogy of the heart, whose authors in Poland and Ukraine confirm with their scientific works the possibility of changing the paradigm of educating young generations for the development of the civilization of love and peace. The war in Ukraine caused by the Russian Federation makes us aware of the crisis of humanism and democracy. So it is necessary to defend both Ukraine and the culture of upbringing, which is represented in this country in the works of such scientists as Vasyl Suchomliński – the author of the pedagogy of the heart, and Vasyl Kremień – the philosopher ofpeaceeducation., Przedmiotem analizy jest konieczność wzmocnienia w naukach humanistycznych i społecznych studiów i badań w zakresie czarnej pedagogiki, pedagogiki negatywnej, antypedagogiki, psychologii klinicznej i filozofii krytycznej, które ujawniają mechanizmy przemocy w socjalizacji domowej jako skutkujące odroczoną reprodukcją przemocy w stosunkach międzyludzkich i polityce. Autor wskazuje na rozwój nurtów pedagogiki humanistycznej, personalistycznej jak pedagogika serca, których twórcy w Polsce i na Ukrainie potwierdzają swoimi dziełami naukowymi możliwość zmiany paradygmatu wychowywania młodych pokoleń na rzecz rozwoju cywilizacji miłości, pokoju. Wywołana przez Federację Rosyjską wojna na Ukrainie uświadamia kryzys humanizmu i demokracji, toteż należy stanąć w obronie tak Ukrainy, jak i kultury wychowania, która jest reprezentowana w tym kraju w dziełach takich uczonych jak Wasyl Suchomliński – autor pedagogiki serca i Wasyl Kremień – filozof edukacji pokoju., Предметом аналізу у статті є необхідність посилення досліджень у сфері «чорної педагогіки», негативної педагогіки, антипедагогіки, клінічної психології та критичної філософії в гуманітарних і соціальних науках, які розкривають механізми насильства в сімейній соціалізації та як результат – відтворення насильства в міжособистісних стосунках і політиці. Акцентується, що незважаючи на орієнтованість гуманітарних і соціальних наук у ХХ столітті на людину, початок третього тисячоліття виявив їх часткову безпорадність перед новими драмами людства (війни, пандемія, голод); а супертехнології послуговуються не лише благополуччю життя людини, але й позбавляють її життя. Автор вказує на розвиток таких напрямів гуманістичної та персоналістичної педагогіки, як педагогіка серця, автори якої в Польщі (незабутній Я.Корчак) та Україні своїми науковими працями підтверджують можливість зміни парадигми виховання молодих поколінь задля розвитку цивілізації Любові та Миру. Наголошується, що українсько-російська війна дає можливість усвідомити кризу гуманізму та демократії, тому необхідно захищати як Україну, так і культуру виховання, яка представлена у працях таких українських учених, як Василь Сухомлинський – автор педагогіки серця та Василь Кремень – філософ виховання миру. Потрібні нові концепції, нові теорії, нове розуміння людини. Однак вони не повинні зосереджуватися виключно на розвитку нових технологій (техносфера), штучного інтелекту (гуманоїди), інфосфери, біотехнологічних інновацій на службі прогресу в охороні здоров’я, економічному захисті тощо, а мають забезпечити сталий поступ людства на Землі. Автор висловлює своє захоплення та повагу до постраждалого війною українського народу, його союзників у боротьбі за свободу та дякує організаторам IX Польсько-Українського форуму з Інституту педагогіки Університету Марії Кюрі-Склодовської в Любліні за можливість зустрітися з українськими друзями і спільно з ними розвивати педагогіку майбутнього.

In this paper we carry out an investigative-theoretical-reflexive approach on the effects of postmodernism and postmodernity in today’s society and in the educational field in particular (focusing on the role of the teacher). Under the guise of the common good: greater equality, environmentalism, attention to diversity, respect for differences…, one of the visions of postmodernism makes it the scapegoat of capitalism, causing it to continue to be engulfed, implicitly generating a vision unequivocal and little conducive to criticism by the bulk of society, which accepts it as part of that common good. Given this, what can we do from our educational role? maximum. En este artículo realizamos una aproximación investigativa-teórico-reflexiva sobre los efectos del postmodernismo y la postmodernidad en la sociedad actual y en el ámbito educativo en particular (centrándonos en el papel del maestro/profesor). Bajo la apariencia del bien común: mayor igualdad, ecologismo, atención a la diversidad, respeto a las diferencias…, una de las visiones del postmodernismo lo convierte en el chivo expiatorio del capitalismo, propiciando que este siga fagocitándose, generando de manera implícita una visión unívoca y poco propiciadora de críticas por parte del grueso de la sociedad, que la acepta como parte de ese bien común. Ante esto ¿qué podemos hacer desde nuestro papel educativo?

This study investigated the effects of utilizing critical pedagogy and perspectives in a course on nonprofit management. A description of the course and assessment approach is provided, followed by the results of a series of surveys and student reflections gathered from students electing to participate in this research project. Quantitative and qualitative results are presented from the various data collection tools, with insights into how each collection tool tells a unique story. The qualitative data provide insights into student engagement with the material and their appreciation for an alternative approach to learning how to manage nonprofit organizations.Subscribe to JNEL

The separation of disciplines in secondary education is an inherent obstacle to project-based learning (PBL): educators go years without meaningful collaboration, critical feedback, or self-reflection (Jacobs, 2010). As a result, many inhabit an isolated bubble where no space is given to interdisciplinary collaboration; this isolation limits the authenticity of the projects students can produce. Compounding the dilemma is neoliberal logic, which disseminates the model of the market to all domains and activities (Brown, 2017). The curriculum is depoliticized; students are motivated to excel academically so they can compete in the market rather than work towards more societal equity. Additionally, marginalized groups are tracked into vocational pathways that focus only on basic skills training and give no space to critical thinking, which hurts the worker’s ability to confront and transform inequitable neoliberal policies (Darder, 2017). While PBL in STEM and vocational pathways have positive impacts on teaching and learning outcomes, implemented without a critical pedagogy framework, PBL has not been shown to increase critical consciousness (Montoya et al., 2018). This research aims to discover how PBL and an interdisciplinary curriculum (Montoya et al., 2020) implemented through a framework of critical pedagogy can impact the critical consciousness of students and teachers.

In this essay, I try to answer Contu’s (2018; 2020: 738) call for management scholars to embrace and work towards intellectual activism in business schools whereby she invites her readers “to add your ‘two cents’ by working in ways that participates in building a more progressive, equitable, freer, justice-centred world”. I problematize management learning and education in regard to perpetuating inequalities and offer a critical management pedagogy to help infuse management learning and education with a critical and socially conscious awareness.

This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.

Resumen: La Tecnología Educativa es un campo de cambios acelerados pero que sufre de amnesia histórica, en el cual se debate mucho sobre teorías de aprendizaje pero poco sobre teorías de tecnología, lo que resulta en un campo empobrecido teóricamente. Se requiere proveer un concepto más amplio sobre qué es la tecnología, inspirado en los desarrollos conceptuales de la filosofía de la tecnología de las últimas décadas. Con la finalidad de contribuir en la construcción de esta visión, el objetivo principal de este trabajo es poner en diálogo algunas ideas de la teoría crítica de la tecnología y la pedagogía digital crítica, con base en aportes de la pedagogía crítica como puente entre ambas conceptualizaciones. Pretendemos así mirar con nuevos ojos para revalorarizar las ideas fundacionales de la teoría crítica y darles sentido en el marco de la Tecnología Educativa. Abstract: Educational Technology is a field of accelerated changes but suffers of historical amnesia, with too much debate about learning theories but little about technology theories, resulting in a theoretically impoverished field. It is required to provide a broader concept of what technology is, inspired by the conceptual developments of philosophy of technology in recent decades. To pursue the construction of this vision, the aim of this work is put into dialogue some ideas of critical theory of technology and critical digital pedagogy, based on contributions from critical pedagogy as a bridge between both conceptualizations. We intend to look with new eyes to revalue the foundational ideas of critical theory and give them meaning within the framework of Educational Technology.

The full-length Spring 2023 issue (Volume 7, Issue 1) of the Journal on Empowering Teaching Excellence Access the online Pressbooks version (with downloadable EPUB format) here. The Spring 2023 issue presents research and guidance on topics related to student self-reflection, participatory learning, and returning to the in-person learning following the COVID-19 pandemic. The first article takes a critical approach to understanding pedagogy with adult learners by involving students in the creation of course syllabi as a way to challenge ideologies related the roles of instructor and students. The second article blends research and narrative to explore how the experiences of the COVID-19 shift to online learning can be translated to in-person learning environments to redefine what participation looks like and to advance faculty collaboration. The third article continues to explore how the COVID-19 pandemic can lead to opportunities for improved course development and delivery as faculty and students return to the classroom, particularly in the areas of communication, equity, and inclusion. The fourth article presents a selection of prompts used to promote student learning through written reflection tasks and describes how such tasks can be applied to various teaching contexts. The fifth article describes the use of a digital poverty simulation with business students and examines how the activity affected the students' attitudes toward poverty.

The paper argues that a prevalent conception of power in the educational sciences is detrimental to pedagogy both as a field of practice and as a discipline and inept as a scientific concept from an epistemological standpoint. The designation of this power concept as ‘aethereal’ can provide the education theoretical discourses with a means to analyze and criticize positions and arguments that have undermined the autonomy of education since the establishment of Foucauldian thinking in the educational sciences. First, this article argues that the pedagogical notion of the educable child depends on the concepts of individuality, plasticity, and autonomy within the framework of a negative ontology. Second, it problematizes the effects of the substitution of these concepts in the postmodern power-critical educational sciences for pedagogy in general and the child as its key concept in particular. The politicized child is conceived of as subjugated, passive, vulnerable, and what is crucial: as a thing-like, i.e. pedagogically ineducable but only powerfully moldable identity. Third, it analyses the philosophical basis of this shift towards the politicization of the child by introducing the concept of ‘aethereal power’. The article concludes with a sociological reflection on the societal dimension of this fundamental transformation of education and hints at the emerging post-critical pedagogy as a possible remedy. El artículo sostiene que la concepción de poder que prevalece en las ciencias de la educación es perjudicial para la pedagogía como campo de práctica y como disciplina, e inepta como concepto científico desde el punto de vista epistemológico. La designación de este concepto de poder como "etéreo" puede proporcionar a los discursos teóricos de la educación un medio para analizar y criticar las posiciones y los argumentos que han socavado la autonomía de la educación desde el establecimiento del pensamiento foucaultiano en las ciencias de la educación. En primer lugar, este artículo argumenta que la noción pedagógica del niño/a educable depende de los conceptos de individualidad, plasticidad y autonomía en el marco de una ontología negativa. En segundo lugar, problematiza los efectos de la sustitución de estos conceptos en las ciencias de la educación postmodernas críticas del poder para la pedagogía en general y el niño/a como su concepto clave en particular. El niño/a politizado es concebido como subyugado, pasivo, vulnerable, y lo que es crucial: como una identidad semejante a una cosa, es decir, pedagógicamente ineducable pero una identidad sólo moldeable a través del poder. En tercer lugar, analiza la base filosófica de este cambio hacia la politización del niño/a introduciendo el concepto de "poder etéreo". El artículo concluye con una reflexión sociológica sobre la dimensión social de esta transformación fundamental de la educación y apunta a la emergente pedagogía post-crítica como posible remedio. O artigo argumenta que uma concepção predominante de poder nas ciências educacionais é prejudicial à pedagogia tanto como campo de prática quanto como disciplina e é também inepto como conceito científico do ponto de vista epistemológico. A designação deste conceito de poder como "etéreo" pode fornecer aos discursos teóricos da educação um meio de analisar e criticar posições e argumentos que têm minado a autonomia da educação desde o estabelecimento do pensamento foucaultiano nas ciências educacionais. Primeiro, este artigo argumenta que a noção pedagógica da criança educável depende dos conceitos de individualidade, plasticidade e autonomia dentro da estrutura de uma ontologia negativa. Em segundo lugar, problematiza os efeitos da substituição destes conceitos nas ciências educacionais pós-modernas críticas do poder para a pedagogia em geral e a criança como seu conceito chave em particular. A criança politizada é concebida como subjugada, passiva, vulnerável, e o que é crucial: como uma coisa, ou seja, pedagogicamente ineducável, mas uma identidade apenas moldável através do poder. Em terceiro lugar, ela analisa a base filosófica desta mudança em direção à politização da criança, introduzindo o conceito de "poder etéreo". O artigo conclui com uma reflexão sociológica sobre a dimensão societal desta transformação fundamental da educação e sugere a emergente pedagogia pós-crítica como um possível remédio.

English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.

Introduction Quoique mal connu des professionnels de l’éducation dans le contexte français, Paulo Freire est une des figures importantes de la pensée éducative contemporaine. Ses travaux inspirent de nombreux dispositifs éducatifs et permettent d’envisager de manière singulière des questions essentielles comme l’enseignement scolaire, la formation des adultes, l’éducation populaire et les pédagogies alternatives. La pensée de Freire peut même devenir un repère important pour penser des problé...

Cette recherche a pour objet les discussions philosophiques sur des dilemmes moraux avec des adultes détenus. Le dilemme moral est une situation fictive ou réelle dont l’issue pose un problème moral de choix restreint entre deux possibilités contradictoires. De fait, le dilemme moral fait l’objet de controverses entre les participants aux discussions philosophiques. Notre recherche s’intéresse à l’éducation aux controverses entre adultes incarcérés afin de participer à leur développement moral. Sur le plan méthodologique, nous recourons à une méthode qualitative, l’analyse de contenu. A partir de l’analyse des verbatim des discussions sur les dilemmes moraux, nous mettons en évidence les valeurs qui orientent les jugements moraux des personnes détenues, en tenant compte des dimensions rationnelle et émotionnelle convoquées chez les sujets. Nous proposons ensuite d’appréhender le niveau de développement moral des personnes détenues en nous référant à la théorie des stades de développement moral de Kohlberg. Ce travail réflexif sur le dilemme vise l’éducabilité morale du sujet, en se fondant sur le postulat d’une éducabilité toujours possible. This research aims at leading philosophical discussions on moral dilemmas with adult inmates. The moral dilemma deals with a fictitious or real situation whose outcome raises a moral issue with restricted choices between two contradictory possibilities. Actually, the moral dilemma generates a big controversy among the participants in the course of the philosophical discussions. Our research‘s goal is to teach the prisoners how to take part in a controversial debate in order to participate in their moral development. Methodologically, we use a qualitative method, the analysis of the content. From the analysis of the verbatim transcripts of the discussions on the moral dilemmas, we highlight the values ​​which guide the moral judgments of the detained persons, taking into account the rational and emotional dimensions aroused in the subjects. Then, we try to understand the level of the prisoners’ moral development by referring to Kohlberg’s phases of moral development theory. This reflective work on the dilemma aims at the moral educability of the subject, based on the postulate that inmates’ educability is still possible.

No description supplied

In this essay, we illustrate how the European Summer University in Digital Humanities at the University of Leipzig (hereafter referred to as “ESU”) under the leadership of Prof. Dr. Elisabeth Burr has set forth a set of values that have built and continue to model a collaborative, communal, and compassionate future for higher education. We identify three values that sit at the center of the ESU’s activities – inclusiveness, experimentation, and vulnerability. We reflect on these values from our position as workshop leaders who have had the privilege to be part of the ESU community over the past years.

Louis Althusser was one of the foremost Marxist philosophers of the 20th century. His thinking laid the groundwork for critical educational theory, yet it is often misunderstood in critical pedagogy and sociology of education. In this open access book, David Backer reexamines Althusser's philosophy of education, presents its flawed reception in critical educational research, and draws out what the philosophy has to offer us today. Correcting the record about Althusser's thinking in the traditional narrative of critical educational research becomes an opportunity to revisit fundamental questions for thinking about school in its social context. For students and researchers of education, critical theory, sociology of education, and critical pedagogy, this book will be a resource for rethinking the social foundations of education, both as a field and as a set of theoretical frameworks for educational research.

Access the online Pressbooks version of this article here. Transformative participatory approaches in education are positioned to challenge traditional models where instructors bear all responsibility for knowledge creation and learners are passive recipients of knowledge. The promotion of participatory learning and critical pedagogy is essential to helping professionals seeking to understand oppressive structural barriers and employing strategies to dismantle these structures. This article describes a participatory approach undertaken to guide learners through an exercise to co-create syllabus content in a graduate social work course. Learners identified three themes, concerns, fears, and problems, related to the course material. Learners were also asked to think about how they could address the three themes to apply new information to problem solve. Through the syllabus cloud activity, learners shaped course content, decided on the format to deliver content, and applied their status as adult learners in an intentional way. As educators prepare to critically and intentionally dismantle aspects of the learning milieu that may perpetuate systems of oppression, collaborative learning and teaching can help to reduce oppressive practices. Reflections for formative and summative evaluation and future research are discussed.

Studies on language proficiency of foreign language teachers have evoked considerable interest in recent decades. However, only mainstream core skills have been propounded in line with the framework of conventional approaches that have ignored critical perspectives. Although critical theory emanating from the ideas of Marx has produced critical pedagogy that aims to enable individuals to approach any subject or issue from a socio-political perspective, its applications have been insufficiently observed in the realm of language teacher education. This study aims to help language teachers improve critical language proficiency by providing them with an example of practice with a tentative syllabus. The benefit of using such an example might enable them to perceive language as an aim in itself rather than merely a tool that is devoid of criticality. Therefore, adding the dimension of criticality to mainstream language proficiency composed of core skills may produce critical language teachers as intellectuals attempting to transform their immediate social circles and create meaningful changes with an emphasis on the adoption of intrinsic motivation. The incorporation of critical literacy and critical consciousness into the content of language proficiency can empower language teachers in that they can address authentic socio-political issues that provide authentic, meaningful and comprehensible input which can turn into output. In this sense, criticality and reflection can be two indispensable elements of language proficiency for language teachers., Yabancı dil öğretmenlerinin dil yeterlilikleri üzerine yapılan çalışmalar son yıllarda büyük ilgi uyandırmıştır. Ancak eleştirel bakış açılarını göz ardı eden geleneksel yaklaşımlar çerçevesine uygun olarak sadece ana akım temel beceriler öne sürülmüştür. Marx'ın fikirlerinden kaynaklanan eleştirel teori, bireylerin herhangi bir soruna veya konuya sosyo-politik bir bakış açısıyla yaklaşmasını sağlamayı amaçlayan eleştirel pedagoji üretmiş olsa da, dil öğretmeni eğitimi alanındaki uygulamaları yeterince gözlemlenmemiştir. Bu çalışma, dil öğretmenlerine geçici bir müfredatla uygulama örneği sağlayarak kritik dil yeterliliğini geliştirmelerine yardımcı olmayı amaçlamaktadır. Böyle bir örnek kullanmanın yararı,öğretmenlerin dili yalnızca eleştirellikten yoksun bir araç olarak değil, kendi içinde bir amaç olarak algılamalarını sağlayabilir. Bu nedenle, temel becerilerden oluşan ana dil yeterliliğine eleştirellik boyutunu eklemek, eleştirel dil öğretmenlerini, yakın sosyal çevrelerini dönüştürmeye ve içsel motivasyonun benimsenmesine vurgu yaparak anlamlı değişiklikler yaratmaya çalışan entelektüeller olarak üretebilir. Eleştirel okuryazarlık ve eleştirel bilincin dil yeterliliğinin içeriğine dahil edilmesi, dil öğretmenlerini, çıktıya dönüşebilen otantik, anlamlı ve anlaşılır girdi sağlayan otantik sosyo-politik meseleleri ele alabilmeleri açısından güçlendirebilir. Bu anlamda eleştirellik ve yansıtma, dil öğretmenleri için dil yeterliliğinin vazgeçilmez iki unsuru olabilir.

La multiplication des controverses sociales impliquant les sciences et les techniques, le caractère particulièrement « pernicieux » des problèmes contemporains, incite à favoriser dans l’espace scolaire le développement d’une pensée problématologique chez les élèves. Pour cela, les démarches pédagogiques fondées sur l’enquête sont promues, elles font l’objet de modélisations récentes dans plusieurs collectifs de recherche. Cet article examine trois modèles de démarches centrées sur l’étude de questions socialement vives (QSV) : la démarche d’enquête sur une QSV, la démarche des îlots de rationalité interdisciplinaires, et la démarche d’investigation interdisciplinaire pour traiter des problématiques d’éducation au développement durable. Il vise à éclairer ces différentes théorisations afin d’en identifier les points de convergence et les différences. Trois éléments sont en particulier discutés dans les différents modèles : la manière dont se combinent les échelles macro (la démarche) et micro-didactiques (les dispositifs), la place attribuée au processus de problématisation, et les articulations entre l’agir, les valeurs et les savoirs. The multiplication of social controversies involving science and technology, and the particularly "wicked" character of contemporary problems, encourages the development of a problematological thinking among students in the school environment. To this end, pedagogical approaches based on inquiry are promoted and have been recently modeled by several research groups. This article examines three models of inquiry based learning centered on the study of socially acute questions (SAQ) : "la démarche d’enquête" on a SAQ, the interdisciplinary islands of rationality approach, and the interdisciplinary inquiry approach to address issues of education for sustainable development. It aims to shed light on these different theorizations in order to identify the points of convergence and the differences between them. Three elements in particular are discussed in the different models : the way in which the macro (the approach) and micro-didactic (the devices) scales are combined, the place attributed to the problematization process, and the articulations between action, values and knowledge.

Dans cet article, nous rendrons compte de la manière dont deux enseignants de l’école maternelle se sont emparés du processus de modélisation à travers une démarche d’investigation interdisciplinaire (Roy et Gremaud, 2017) pour appréhender la complexité (Hertig, 2018) de l’objet “chocolat” afin de le faire passer d’un objet quotidien (monde concret) et non scolaire à une ébauche de modèle (représentation interdisciplinaire dans le monde conceptuel). Pour accompagner ces enseignantes, une Communauté Discursive de Pratiques Interdisciplinaires (CDPI) (Roy, Gremaud et Jenni, sous presse) a été mise en œuvre dans leur établissement. Elle a porté notamment sur deux concepts didactiques : la démarche d’enquête interdisciplinaire, avec sa phase de problématisation, et la modélisation de l’objet d’étude, le chocolat en l’occurrence. Les analyses de pratiques d’enseignement sur la thématique du chocolat mettent en évidence le rôle central de la modélisation pour traiter des Questions Socialement Vives (QVS) (Simonneaux & al., 2017) comme une approche possible pour travailler les controverses en classe d’une part, et pour développer une pensée complexe chez les élèves d’autre part. La branche chocolatée, objet d’étude parfois controversé de par ses modes de consommation et sa filière de production, a ainsi été abordée en classe dans le but de former de futurs citoyens réflexifs et critiques. An analysis of teaching practices highlighting the central role of modelling when combining a Socially Vital Issue (SVI), “Chocolate”, (Simonneaux & al., 2017) and the development of complex thinking skills. This article reports how two kindergarten teachers applied the modelling process through an interdisciplinary investigative approach (Roy and Gremaud, 2017) to capture the complexity (Hertig, 2018) of a commonplace (concrete world) subject, “chocolate”, by transforming it into an interdisciplinary investigative subject (conceptual world). The chocolate industry, a subject of study at times controversial due to its modes of consumption and its production chain, was approached in the classroom with the objective to form future reflective and critical thinking citizens. The creation of an Interdisciplinary community of Practice and Discourse (Roy, Gremaud and Jenni, in press) was present to support the two educators. It focused upon two didactic concepts: the interdisciplinary investigative approach and the modelling of complex thinking.

Nous avons mené une étude visant à initier des étudiants universitaires à la compréhension des controverses socioscientifiques en considérant le cas de la vaccination contre le virus du papillome humain (VPH). Pour décrire cette compréhension, nous avons fait appel à un cadre conceptuel qui repose sur les travaux didactiques des Questions scientifiques socialement vives et des courants des socioscientifiques issues et controversial issues ainsi que sur le concept des controverses socioscientifiques issu de la sociologie des sciences. Sur le plan méthodologique, un questionnaire a été rempli par chacun des étudiants, puis ceux-ci ont été engagés en équipes dans un débat initié par l’analyse de deux courts articles défendant des positions différentes sur la vaccination. Les résultats permettent de montrer le rôle du débat dans l’émergence d’une diversité de catégories d’arguments qui mettent en évidence les principaux enjeux scientifiques et sociaux de la controverse. Ces résultats permettent également de souligner la nécessité d’un enseignement explicite de ces enjeux en vue de permettre aux étudiants de se donner une compréhension multidimensionnelle et éclairée de la controverse. We conducted a study to introduce university students to understanding socioscientific controversies by considering the case of human papillomavirus (HPV) vaccination. To describe this understanding, we used a conceptual framework based on the didactic of Questions scientifiques socialement vives and the current works of socioscientific issues and controversial issues as well as on the concept of socioscientific controversies inspired by the sociology of science. Methodologically, a questionnaire was filled out by each student, and then all students were engaged in teams in a debate initiated by analyzing two short articles defending different positions on vaccination. The results show the role of the debate in the emergence of a diversity of categories of arguments that highlight the controversy's leading scientific and social issues. These results also highlight the need for explicit teaching of these issues to enable students to develop a multidimensional and informed understanding of the controversy.

Dans le traitement didactique des Questions Socialement Vives (QSV), l’émotion est jugée ambivalente, à la fois source de motivation et possible frein à l’apprentissage. Nous proposons de changer la dimension affective de perspective et de questionner le sens corporel (Gendlin, 1962) comme source d’apprentissage. Nous questionnons en quoi, traité au travers de deux approches contemplatives, le focusing et l’image de transition, il est susceptible de nourrir les pensées critique, créative et attentive (Lipman, 2003). Ces approches sont proposées à des étudiants de niveau licence et appliquées à deux dilemmes éthiques associés à l’humusation et à l’élevage. Des entretiens d’explicitation menés auprès de 8 étudiants révèlent que le traitement du sens corporel est susceptible de conduire à une reconfiguration des enjeux du dilemme, au dépassement des contradictions premières et à l’expression d’un sentiment de reliance à soi, aux humains et à la nature. Il peut aussi donner lieu à des émotions vives préjudiciables à l’engagement dans la QSV. Nous interrogeons leurs modalités de mise en œuvre à l’école. In the didactic treatment of Socially Acute Questions (SAQ), emotion is considered ambivalent, both a source of motivation and a possible hindrance to learning. We propose to change the affective dimension of perspective and to question the felt sense (Gendlin, 1962) as a source of learning. We question how, treated through two contemplative approaches, focusing and transitional image, it is likely to nourish critical, creative and attentive thinking (Lipman, 2003). These approaches are proposed to undergraduate students and applied to two ethical dilemmas associated with humusation and breeding. Explanatory interviews conducted with 8 students reveal that the processing of bodily meaning is likely to lead to a reconfiguration of the issues at stake in the dilemma, to the overcoming of the initial contradictions and to the expression of a feeling of connection to oneself, to humans and to nature. It can also give rise to strong emotions that are detrimental to the commitment to the SAQ. We examine how they are implemented in schools.

Equity-oriented school improvement driven by neoliberal policies focuses attention on a narrow range of inequities. Such policies fail to achieve substantive transformations that address educational constraints experienced by multiply-marginalized youth of color. We engage a critical race and intersectional feminist examination of our pedagogy in a youth voice initiative designed to facilitate multiply-marginalized youth of color participation in district policy partnership. Our analysis presents practices that were consequential for supporting youth intellectual activism in policy conversations. We propose a model for critical race intersectional pedagogy that relates these practices and underlying ideological principles to supporting expansive transformative policy partnerships.

Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education...

In this extended book review, Winston C. Thompson engages with Larry Nucci’s and Robyn Ilten-Gee’s Moral education for social justice. Following summary of a few conceptual foundations of the proje...

This project employed an iterative research approach to examine the effects of a critical pedagogy of place (Milne, 2016; Gordon, 2018; Gruenewald, 2013; Penetito, 2018) on Pākehā learners in a Level 1 English class in Northland, New Zealand. The project tracked Pākehā learners' engagement and achievement outcomes and examined if there were notable shifts in their perspectives about Māori inequality in Northland as a result of the project. The project results showed that a critical pedagogy of place was initially confronting for Pākehā learners, and participants displayed low engagement in the project’s early stages. However, by the end of the project, Pākehā learners began to articulate more nuanced and constructive understandings of the effects of the Northern wars, colonisation, institutional discrimination, and inequality faced by Māori. A marked increase in engagement was evidenced, and final assessment results in the standard were notability high. A critical pedagogy of place, in this sense, was 'consciousness-raising.’ Participants’ formal writing outputs, as well as small group interviews at the project's conclusion, showed increased empathy to Māori concerns within their communities. These positive outcomes depict how schools can legitimise and offer safe spaces to analyse challenging aspects of New Zealand's past and present.

Within the literature that focuses on how to improve sport coaching there is the criticism that “…coach education was founded on a technical rationality model focused on the delivery of sport s...

This study examines the impact of an Australian enabling program, underpinned by critical pedagogy, on students’ academic and professional success. Qualitative focus group data were collected from ...

O presente ensaio propõe uma reflexão acerca da apropriação do pensamento de Paulo Freire pela vertente da pedagogia crítica anglo-saxônica, analisando genealogicamente a construção do cânone freireano no exterior. Para tanto, determinados aspectos hermenêuticos serão abordados acerca das traduções para o inglês de sua obra principal, Pedagogia do Oprimido, na tentativa de resgatar as dimensões epistêmicas de sua filosofia, sobre o tripé da ética, da dialética e da espiritualidade que nortearam a prosa de Freire. PALAVRAS-CHAVE: Paulo Freire. Decolonialidade. Genealogia. Pedagogia Crítica.

This study investigates teacher educators’ perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students’ abilities to do critical reflection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reflection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.

Subject matter knowledge influences instructional decision-making, particularly for novice teachers. Moreover, teacher candidates’ abilities to create critical pedagogy is influenced by their subject matter knowledge and their opportunity to interact with critical curriculum. Using a researcher-designed task intended to develop teacher candidates’ subject matter knowledge, this qualitative action research study investigated the degree to which the task supported candidates’ critical consciousness and their selection and framing of content for an instructional unit. The findings illustrate inconsistencies in candidates’ abilities to use new subject matter knowledge in ways that conceptualize social studies curriculum in critical ways. These inconsistencies suggest that teacher educators should consider using a critical rationale-based pedagogy as a means to assist teacher candidates to move towards critical pedagogy in ways that subject matter knowledge alone cannot.

At present, neoliberalism has a predominance over society, generating a crisis of all kinds. The objective of this work was to analyze education in the neoliberal context and study the alternative of critical pedagogy as a way out of the current educational crisis. For the analysis, the qualitative method was used with a documentary-type design, for which a review of scientific literature related to education, neoliberalism and critical pedagogy was made. The review of the scientific literature allowed us to understand the political and educational crisis of the neoliberal model, likewise, it allowed us to know a proposal called critical pedagogy that makes it possible to emancipate the academic, cultural, ecological and social context, fostering critical thinking and exercising citizenship. En la actualidad, el neoliberalismo tiene un predominio sobre la sociedad, generando una crisis de toda índole. El objetivo del presente trabajo fue analizar la educación en el contexto neoliberal y estudiar la alternativa de la pedagogía crítica como salida a la crisis educativa actual. Para el análisis, se empleó el método cualitativo con un diseño de tipo documental, para lo cual, se hizo una revisión de literatura científica relacionada a la educación, el neoliberalismo y la pedagogía crítica. La revisión de la literatura científica permitió entender la crisis política y educativa del modelo neoliberal, asimismo, permitió conocer una propuesta denominada pedagogía crítica que posibilita emancipar el contexto académico, cultural, ecológico y social, fomentando el pensamiento crítico y ejercicio de la ciudadanía. Atualmente, o neoliberalismo predomina sobre a sociedade, gerando crises de todos os tipos. O objetivo deste trabalho foi analisar a educação no contexto neoliberal e estudar a alternativa da pedagogia crítica como saída para a atual crise educacional. Para a análise, utilizou-se o método qualitativo com desenho do tipo documental, para o qual foi feita uma revisão da produção científica relacionada à educação, neoliberalismo e pedagogia crítica. A revisão da literatura científica permitiu compreender a crise política e educacional do modelo neoliberal, da mesma forma, permitiu-nos conhecer uma proposta denominada pedagogia crítica que possibilita emancipar o contexto acadêmico, cultural, ecológico e social, promovendo a crítica. pensamento e exercício da cidadania.

Este artigo objetiva discutir as implicações do autoritarismo e de seus modelos de gestão na sociedade brasileira sob o trabalho, as mulheres e as instituições, na perspectiva da pedagogia crítica e da psicodinâmica do trabalho. Realizou-se revisão crítica de literatura como metodologia. Nas sociedades ocidentais há preponderância de práticas autoritárias em detrimento do discurso participativo e democrático, interditando o arbítrio e o exercício da cidadania. Mulheres e segmentos sociais são os mais silenciados e excluídos da cena política. A pedagogia crítica, por meio da conscientização, se mantém como um sopro de inspiração humana., Este artículo tiene como objetivo discutir las implicaciones de la pedagogía crítica y la gestión en las relaciones de género en la sociedad brasileña y en el trabajo de los educadores. En las sociedades occidentales hay un predominio de prácticas autoritarias, en detrimento del discurso participativo y democrático. Hay implicaciones del autoritarismo en las relaciones de género, en la gestión y en el trabajo educativo, que prohíbe la agencia y el ejercicio de la ciudadanía. Las mujeres y los segmentos sociales son los más silenciados y excluidos del escenario político. La pedagogía crítica, a través de la conciencia, sigue siendo un soplo de inspiración humana., This article aims to discuss the implications of critical pedagogy and management in gender relations in Brazilian society and in the work of educators. In Western societies there is a preponderance of authoritarian practices, to the detriment of participatory and democratic discourse. There are implications of authoritarianism in gender relations, in management and in educational work, which prohibits agency and the exercise of citizenship. Women and social segments are the most silenced and excluded from the political scene. Critical pedagogy, through awareness, remains a breath of human inspiration.

This article reports about a 2-year participatory action research (PAR) study in which three instructors engaged in an ongoing PAR cycle to develop and implement an explicit social justice teaching approach in their differing instructional contexts in the Northeastern US: a graduate course for teacher education and two secondary school Spanish courses. Building upon critical pedagogy (Freire, 2005) and intersectional positionalities studies (Crenshaw, 1989) and engaging in a collaborative self-study research with the fourth author, the team reflected on the emergence of stereotypes related to gender, race, language, immigration, and nationality in the language classroom. Results suggest that: (a) students' identities seem reaffirmed from scaffolded instruction that includes authentic materials (b) instructors, as role models, can influence students' identity development and activism engagement. Implications include a series of recommendations for justice-oriented instructional strategies and assessments for the secondary school Spanish curriculum and teacher education.

This paper contributes to the discourse on the role of critical pedagogy in the U.S. education system. The paper is inspired by the story of a participant from a larger ongoing phenomenological stu...

The field of social work has a professional and ethical commitment to social justice. However, scholars have identified potential dangers that may threaten that commitment. To transform dangers into opportunities that strengthen social justice service, schools of social work could incorporate critical pedagogy within the Master of Social Work (MSW) curriculum. By training future social workers in critical social work practice, social work education becomes an advocate for marginalized populations. If not educated from an anti-oppressive framework, social workers have the potential to harm, oppress, and control rather than support and serve. The weight of this responsibility and firsthand social work education experiences led to the development and implementation of an elective course in critical social work informed by the Critical Transformative Potential Development (CTPD) Framework. The course follows a method that puts the CTPD theory into practice to bridge the micro-macro divide by engaging students in actively dismantling ideologies and practices of dominance. The course aims to produce anti-oppressive social workers who can better navigate social justice terrain. A student’s perspective on the course highlights strengths and areas for improvement. Future iterations of this class or similar courses of study could be adapted by and adopted for other social work education institutions. Because social work education is fertile ground to plant seeds that will grow social workers rooted in anti-racism and anti-White supremacy, there is the opportunity, with a radical education, to transform the field in a critical direction, better prepared to overcome the social justice challenges of the era.

Students of Mexican backgrounds have experienced oppressive schooling practices and classroom pedagogies that create academic achievement gaps. This article presents the work of the author, who taught for six years in a Title I elementary school near the United States and Mexico border. Based on an autoethnographic study that investigated the impact of critical pedagogy in the classroom, the author explores the extent to which the pedagogical approach mediated students’ critical consciousness development, resulting in a trajectory of academic success. The study analyzes six years of student work, self-reflection, and the daily routines of the classroom. The findings suggest that the students’ development of critical consciousness catalyzed their critical thinking skills, which they in turn applied to a wide array of academic content, including mathematics, science, and English language arts.

Tourism education has matured from vocational to more liberal education while current trends underline the importance of critical studies and the shift of curricula to more action-oriented forms of education and citizenship education. However, a gap can be noticed between theory and practice in the development of pedagogy for sustainable tourism. The research reported here draws from debates in tourism education, education for sustainability, critical studies, and education for citizenship to develop a conceptual framework for pedagogy for sustainable tourism. This framework is used to reflect on the curriculum space of a master programme in tourism in Sweden in an analytic autoethnographic approach. The analysis indicates that the master programme addresses several aspects of the reflective vocational and reflective liberal curriculum space. It would also benefit from the integration of more experiential, action-oriented learning to strengthen the communal understanding of civil action and education for citizenship. This research contributes to the conceptualisation of the curriculum space for sustainable tourism. Such efforts are considered especially important in acknowledging the complex, dynamic character of tourism higher education. The aim is to invite a dialogue about the reform and evolution of tourism education to meet the needs for a sustainable future.

Amidst ongoing technological and social change, this article explores the implications for critical education that result from a data-driven model of digital governance. The article argues that tra...

Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned themselves in engagement projects as the singular organisation that has knowledge to offer when compared to what the community can offer. In this paper, we propose a critical engagement process to enhance collaboration in engagement projects. Our qualitative study resides in a critical theory paradigm, and we used drawings as well as narrative free writing to reflect and explore our perceptions regarding community engagement. We used the collaborative self-study methodology because it provides opportunities for critical and self-critical reflection that could lead us to discovering valuable insights, as well as provide suggestions on how to enhance university community partnerships. Our findings suggest that, despite legislation and efforts to enhance university community engagement, this remains a contested space where power relations, inequality, and claims to knowledge ownership continue to pose challenges.

Ongoing controversy debates whether public schools should implement critical pedagogy—curricula centering on the perspectives of marginalized peoples. Despite much contention, students (particularly racially marginalized students) enrolled in courses that employ critical pedagogy demonstrate more school engagement, higher grade point averages (GPAs), and more civic engagement than students who do not. Building on previous reviews, this article briefly summarizes the history and controversy of critical pedagogy, evaluates the scientific evidence surrounding it, and offers suggestions on how to make the most of critical pedagogy in academic curricula.

What does feminist pedagogy look like online? Is it even possible? This article describes intentionally incorporated many aspects of embodied feminist pedagogy into the Women's Studies in Religion online learning community during the semester when the seminar was taught online due to the COVID‐19 pandemic. This essay shares techniques for and trials and triumphs in taking specific aspects of bell hooks's engaged critical pedagogy to an online classroom format. The authors assert that, despite the absence of physical bodies and a physical classroom, such feminist pedagogies can apply to and thrive in an online graduate theological classroom. [ABSTRACT FROM AUTHOR] Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Covid-19 Pandemic can be considered as the first great danger that humanity has faced on a universal scale in the 21st century. One of the important questions this pandemic impose to mathematics educators is that ‘what roles mathematics education can play in order to raise a generation that can survive without losing their humanity in the face of such problems that requires solidarity and struggle on both local and global scales'. The purpose of this study is to discuss the possibilities that mathematics education can offer for humanity facing crises such as pandemic, global warming, war, and migration, in the light of the conceptual framework of 'critical mathematics education' and to offer suggestions for transforming mathematics classrooms in a way that includes resisting these problems. For this purpose, the conceptual framework of critical mathematics education will be explained and an activity model that can be used for a classroom environment suitable for this framework will be presented. Sample activities reflecting this model focused on critical mathematics education will be introduced. Furthermore, suggestions will be offered regarding the research opportunities that critical mathematics education can bring to mathematics education research in Turkey., Covid-19 Pandemisi, insanlığın 21.yüzyılda evrensel boyutta karşılaştığı ilk büyük tehlike olarak düşünülebilir. Pandeminin matematik eğitimcilerinin önüne koyduğu önemli sorulardan biri de ‘hem yerel hem evrensel ölçekte dayanışmayı ve mücadele etmeyi gerektiren böyle bir sorun karşısında insani değerleri yitirmeden ayakta kalabilecek bir nesil yetiştirmek için matematik eğitiminin oynayabileceği roller neler olabilir?’ sorusudur. Bu çalışmanın amacı, pandemi, küresel ısınma, savaş, göç vb. krizlerle yüz yüze olan insanlık için matematik eğitiminin sunabileceği olanakları ‘eleştirel matematik eğitimi’ kavramsal çerçevesi ışığında tartışmak ve matematik sınıflarını bu sorunlarla mücadeleyi de içerecek şekilde dönüştürmeye yönelik öneriler sunmaktır. Bu amaç doğrultusunda, eleştirel matematik eğitimi kavramsal çerçevesi açıklanmaya çalışılacak ve bu yaklaşıma uygun bir sınıf ortamı için kullanılabilecek bir etkinlik modeli sunulacaktır. Bu etkinlik modeli anlama ve harekete geçme odaklı, öğrencilerin bireysel olarak ve toplumsal olarak yüz yüze kalabilecekleri durumları içeren, yerelden evrensele uzanan, hem sınıf içi hem de sınıf dışında matematik yapmayı ve matematik yardımı ile iletişim kurmayı zorunlu kılan bir modeldir. Çalışma kapsamında eleştirel matematik eğitimi odaklı bu modeli yansıtan örnek etkinliklere yer verilecektir. Ayrıca eleştirel matematik eğitiminin Türkiye’deki matematik eğitimi araştırmalarına getirebileceği araştırma olanaklarına ilişkin önerilerde bulunulacaktır.