Search

This study explores how a study-abroad program that combines journalism best practices in diversity, equity, and inclusion with decolonized curricular materials can foster critical consciousness in journalism education. Against the backdrop of a multiethnic world, growing diversity in student demographics, and a recognition of the lack of diversity in newsrooms and news content, journalism education can explore innovative and radical options to equip future journalists. Data analysis of five cohorts of a journalism study abroad in South Africa finds that using such options translates into journalists-in-training producing news content that reflects a critical consciousness about equity, justice, and colonialism. [ABSTRACT FROM AUTHOR]

We address the intersection between digital literacy and social education, particularly in socio-educational work with young people aimed at fostering their civic engagement. This challenge requires that social education professionals have holistic training in digital literacy, both in skills and critical digital knowledge. To find out their perceptions of their levels of digital literacy, we carried out a survey of the digital skills and knowledge of social education professionals (N= 144), looking at different sociodemographic variables. We proposed a bivariate analysis using correlations and a multivariate analysis with a multiple linear regression, taking critical digital knowledge as the dependent variable. The results show that, although sociodemographic variables have no effect on the level of critical digital knowledge, certain advanced technical and IT skills do have a significant influence. Finally, we discuss the possibilities for designing training focused on critical digital literacy, to improve performance working with young people. [ABSTRACT FROM AUTHOR]

Abordamos la intersección entre la alfabetización digital y la educación social, particularmente en el trabajo socioeducativo con la población joven orientado a fomentar su compromiso cívico. Este desafío requiere que los profesionales de la educación social tengan una formación holística en alfabetización digital, tanto en competencias como en conocimientos críticos digitales. Para conocer la percepción de su nivel de alfabetización digital, realizamos una encuesta a profesionales de la educación social (N = 144) sobre sus competencias y sus conocimientos digitales considerando diferentes variables sociodemográficas. Planteamos un análisis bivariante mediante correlaciones y un análisis multivariante con una regresión lineal múltiple que toma los conocimientos digitales críticos como variable dependiente. Los resultados muestran que, si bien las variables sociodemográficas no tienen efecto en el nivel de conocimientos críticos del entorno digital, determinadas competencias técnicas avanzadas y competencias informacionales sí influyen significativamente. Finalmente, discutimos las posibilidades de diseñar formaciones enfocadas a una alfabetización digital crítica orientadas a un mejor desempeño con la juventud.

This article aims to investigate how the exploration of transversal tThemes by a group of teachers, in a critical perspective, can contribute to the empowerment of each one of the participants. The concept of empowerment is taken from the theoretical framework that makes up Critical Mathematics Education and its intersections with Paulo Freire's pedagogy. The six study participants are Mathematics teachers from public and private schools in the State of Rio de Janeiro. In the seven meetings, which took place remotely due to the social isolation imposed by the covid-19 pandemic, the participants discussed cross-cutting themes and reflected on some possibilities for exploring them in Mathematics classes. As a result, mathematics questions were collectively elaborated, having the cross-cutting themes as a background. Data were collected through audio and video recordings and a questionnaire. The analysis was based on an adapted way of working with generative themes, highlighting the moments of investigation, thematization and problematization. She revealed that the teachers, throughout the meetings, went from a naive conscience to a critical conscience, with regard to the use of cross-cutting themes in mathematics classes, as a path to empowerment. [ABSTRACT FROM AUTHOR]

The sociopolitical development is a process of psychological growth that empowers the oppressed to transform external situations of inequity. As a theoretical proposal, it emerges from the intersection of community psychology, development psychology, liberation psychology, and Freirean pedagogy. This work introduces the concept of sociopolitical development, which is still unfamiliar in Spanishlanguage literature. It also describes its main theoretical models. Due to its similarity to the notion of empowerment, its similarities and differences are discussed. In this way, it is hoped to promote a dialogue between Latin American and American community psychology regarding topics such as political behavior, collective action, popular organization, or social mobilization, where references to oppression and liberation become central. [ABSTRACT FROM AUTHOR]

Inspirados por la noción de conciencia crítica que propone Paulo Freire para lograr una educación liberadora (2009) y la relectura que hace de su obra bell hooks (1994), llevamos a cabo el diseño e implementación de una propuesta educativa situada y ecofeminista para la identificación de la violencia machista –una de las opresiones más invisibilizadas de nuestra sociedad (Puleo, 2019)– en una primaria indígena de organización multigrado, ubicada en el municipio de Tlaquilpa, Veracruz, México. En este artículo mostramos los resultados de dicha implementación, cuyas líneas teóricas son el enfoque ecofeminista que propone Puleo (2019) y el aprendizaje situado relacionado a una educación liberadora de Freire (2009) y hooks (1994). Desde una metodología participativa (Denzin y Lincoln, 2011) y con un enfoque de estudio de caso (Simons, 2011), diseñamos una propuesta educativa basada en progresiones de aprendizaje planteada por Sandoval et al. (2021). Empleamos entrevistas, conversaciones informales y observación participante para indagar sobre su implementación. Mostramos los resultados en dos ámbitos: a) de qué manera mediante procesos de enseñanza-aprendizajes ecofeministas y situados contribuimos a una conciencia crítica en el aula; b) qué implicaciones genera el abordaje de dicha propuesta en un espacio históricamente patriarcal, como lo es la escuela.

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Copyright of Didáctica. Lengua y Literatura is the property of Universidad Complutense de Madrid 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.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

Paulo Freire, preocupado por una educación que salga al encuentro del pueblo que estaba emergiendo como sujeto político y de su historia, en la apertura democrática que atravesaba Brasil, avanzó hacia una lectura estratégica de fuentes europeas y de su tradición. Entabló un diálogo crítico, para la construcción de una teoría del ser humano, con el existencialismo, marxismo, fenomenología y la Escuela de Frankfurt. El objetivo de nuestro trabajo es analizar la categoría de conciencia crítica presente en este modelo antropológico, sus implicancias y relaciones con otras categorías fundamentales del mismo. Esta indagación la proponemos en diálogo y debate con las problemáticas centrales del pensamiento filosófico latinoamericano, que dan cuenta de los principales procesos de emancipación de América Latina, y nos permiten operar interrupciones a la filosofía de raíz eurocéntrica. En consecuencia, consideramos que nuestro enfoque, desde una perspectiva del pensamiento latinoamericano crítico, nos permitirá una comprensión más acabada de una de las preocupaciones que atraviesan toda la obra de Freire: la constante lucha por una educación libre de alienación, que respete la “vocación ontológica del ser humano de ser más”.

Copyright of World Water Policy 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.)

La idea de educación permanente o continua se ha desarrollado especialmente en los últimos tiempos, con el impulso y crecimiento que, de un modo preferente, se le ha dado a la educación del adulto. Sin embargo, una mejor comprensión del significado que ha alcanzado este concepto, hace recomendable precisar su punto de partida. Sin lugar a dudas, una de las características más distintivas y propias del mundo contemporáneo y de las organizaciones como la nuestra por ende, es la extensión, profundidad y velocidad de los cambios, más que el cambio en sí mismo. Este dinamismo del cambio ha irrumpido con fuerza avasalladora en todos los ámbitos de la vida del hombre y ha provocado grandes transformaciones en las relaciones humanas, tanto en sus aspectos culturales, como sociales, políticos y económicos. Este dinamismo del cambio, en definitiva, ha demandado y está exigiendo al hombre funcionario permanentes necesidades de adaptación y reorientación de sus actividades. Esto supone nuevas actitudes y profundos cambios en las pautas de comportamientos sociales e individuales ya interiorizadas por la persona. Son las nuevas demandas educativas, que constituyen para la tarea educativa algo más que una simple adaptación formal de la persona a los cambios. La ciencia pedagógica debe determinar, por una parte, cuáles son aquellas adaptaciones específicas —qué aprender— que el hombre debe desarrollar; y, por otra, debe encontrar los métodos y técnicas que con eficacia —cómo aprender- hagan posible el logro de esas adaptaciones.

Trauma can be viewed through the lens of oppression, and a radical systemic approach in groups is an example of this view in practice. Group‐work in an inner‐city secondary school, with twelve 13–14 year‐olds the school was concerned about, and eleven 12–15 year‐olds at risk of exclusion, drew on systemic, narrative and critical consciousness ideas. This approach enabled the young people to link what they understood about trauma and oppression (consciousness) with what they wanted to do about it (action). An independent qualitative evaluation suggested that participants valued being listened to, the improvement in their confidence and behaviour and the opportunity to be change‐makers. Recommendations were made by the participants about future groups and by the participants and group facilitators about whole‐school approaches to wellbeing based on challenging oppression. Practitioner points: How we name experience (consciousness) shapes what we deem appropriate in response (action)Levels of consciousness reflect how problems are named, explained and addressed; levels of action range from oppressive to transformativeA radical systemic approach to trauma involves joining with the marginalised, naming oppression and collective social actionThis involves the body as embodied consciousness and as embedded in social, cultural and political contextsIn schools, clinicians direct their intervention at the entire system based on the views of the most marginalised pupils [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze in the work of Ludovico Silva his contributions on the theme of ideology and its link to education, from a hermeneutical perspective that seeks to interpret circumstantially the reflections of this Venezuelan socialist intellectual of the late twentieth century. A criticism of all ideology is revealed in his texts for becoming a justification of social relations that dehumanize, for which he promotes the cultivation of critical consciousness through education away from dogmas. [ABSTRACT FROM AUTHOR]

El artículo pretende mostrar la deriva del pensamiento poético de Diego Doncel (Malpartida, Cáceres, 1964) desde la meditación serena de índole filosófico-religiosa característica de sus primeras obras hasta la asunción de una fuerte conciencia crítica social y política en sus últimas entregas. Por encima de la utilización de estrategias antagónicas en la autorrepresentación del yo, un permanente ejercicio de reinvención de autor parece subyacer en el conjunto de la producción lírica de Doncel, tal vez explicable en función de la ironía, reivindicada con insistencia por el poeta extremeño, o, tal vez, para espectadores más escépticos con respecto a una evolución tan singular, simplemente en términos de palinodia.

El nuevo ecosistema comunicativo está caracterizado por la proliferación de una ingente cantidad de pantallas que reflejan la realidad de forma mediatizada. Los contenidos audiovisuales se conciben como mercancías, que se difunden según unos intereses concretos y con un fin determinado por parte de las grandes empresas de comunicación. Sin duda, el consumidor está expuesto a una sobreabundancia informativa donde los valores no corresponden con los deseables, la programación televisiva, las redes sociales, los videos juegos y la publicidad son los encargados de conformar la mirada y actitud del receptor e interfieren en sus emociones. El presente trabajo trata de explicar la actual realidad mediática basándose en los múltiples medios de comunicación que existen -tradicionales o modernos- y su fácil acceso. En la era multipantalla Internet y los pequeños dispositivos cobran mayor fuerza permitiendo el acceso a la información segmentada y actualizada al instante. Por tanto, proponemos, la necesidad de desarrollar la competencia mediática como forma de obtención de la conciencia crítica del «prosumer».

El problema sobre la experiencia poética como conciencia crítica de la realidad moderna, que plantea el pensamiento romántico a la filosofía contemporánea, es hoy tema de interés, entre otras muchas razones, por el efecto que ha causado dicho movimiento al consolidar nuevas visiones que implican como recurso útil la interdisciplinariedad, para una mayor comprensión de los fenómenos, y los conceptos aplicados, para la interpretación de la realidad. La propuesta romántica de repensar la poética (como una posibilidad para reformar la conciencia crítica del hombre contemporáneo) es un tema cuya finalidad gira en torno a configurar los efectos de la influencia que rinde el romanticismo en el pensamiento y la obra del poeta mexicano Octavio Paz. The problem on the poetic experience as a critical awareness of modern reality, that raises the romantic thought to contemporary philosophy, is today a topic of interest, among many other reasons, because of the effect that has caused the movement to consolidate new visions which imply the interdisciplinary nature, as a useful resource to a greater understanding of the phenomena, and the applied concepts, to the interpretation of the reality. The romantic proposal to rethink the poetic experience (as the possibility of reforming the critical consciousness of the contemporary human) it’s an issue of which purpose turns around to configure the effects of the influence that the romanticism pays off in the thought and the work of the Mexican poet Octavio Paz.

El objetivo central de este trabajo fue analizar críticamente los aportes del Pensamiento Latinoamericano a la disciplina y la praxis del Trabajo Social, concluyendo que existe una profunda conexión entre ambos. Este trabajo ha sido desarrollado en base a la revisión y análisis bibliográfico desde una perspectiva hermenéutica, relacionando texto con el contexto histórico y la práctica disciplinaria. En tal sentido, consideramos que volver la mirada al Pensamiento Crítico Latinoamericano, no sólo es una posibilidad de nutrir de nuevos marcos conceptuales referenciales, para la generación de conocimientos y para la acción transformadora, sino que una necesidad que se inscribe en las propias transformaciones de la sociedad actual.

It is largely assumed in educational research that adopting a critical awareness (i.e. being able to provide socio-political explanation for events) will be more effective for scrutinizing teaching action than teachers’ habitual thinking (giving accounts of events) or teachers’ descriptive reflection (giving personal justifications for events) because it provides richer understandings. However, it still remains unclear to what extent critical awareness assists teachers in constructing new situational knowledge, which, in the end, constitutes the ultimate promise of teacher reflection. In this study we attempt to describe the practical knowledge student teachers show in classroom and to examine whether adopting a critical stance helps teacher to infer (1) more practical and (2) better quality knowledge (i.e. being precise). One hundred and four preservice teachers, who worked in 73 different schools, participated in the study. Under supervision of their collaborative teachers, they wrote a report about their teaching. Reports were contentanalyzed following propositional analysis. The findings showed that practical knowledge varies in several degrees of complexity and that critical reflection does not always guarantee the production of more and better local knowledge. This implies that adopting a critical attitude does not necessarily imply a more effective way of redescribing practice than other sorts of thinking.

The main objective of the study is to understand the enlightened character of two texts that the Peruvian creole Miguel de Lastarria wrote while his stay in the Government of Chile. The hypothesis that guides the work is that die enlightenment of both texts is practical and contingent, which is inferred from Lastarrias’s biographical data. The analysis shows that such qualities are observable in the texts. The Enlightenment produced in them is moved by a patent empiricism, so it is proposed to understand it through the concept of “critical consciousness” formulated by Edward Said [ABSTRACT FROM AUTHOR]

Sobre la certeza del gran potencial de aplicabilidad del Análisis Crítico delDiscurso (ACD) en contextos educativos, este trabajo propone desarrollarlas habilidades de lectura de los alumnos universitarios por medio de laimplementación de estrategias de desarrollo de conciencia crítica (Fairclough,1992) haciendo uso de las herramientas de análisis del lenguaje postuladas desdela Teoría de la Valoración (Martin & White, 2005) en el marco de la LingüísticaSistémico Funcional (LSF). Ilustramos esta propuesta con el análisis de unartículo periodístico publicado en el diario New York Times sobre la muertedel ex-presidente de Argentina Néstor Kirchner.

Este artículo analiza las maneras cómo la lectura y la escritura se aplican en la práctica diaria en la educación superior. Las interrogantes que sustentan esta investigación son: ¿cómo hacerlo?, ¿por qué los alumnos no participan en clase?, ¿cuál es la causa por la que los estudiantes leen poco, comprenden mal y se expresan confusamente por escrito?, ¿cómo hacer perder el miedo a nuestros estudiantes para buscar una educación liberadora?, ¿cómo lograr que el discurso académico sea adecuado a los perfiles de cada carrera profesional?, ¿cómo incentivar a los docentes para que escriban desde sus asignaturas, artículos científicos? Para responder a estas interrogantes, se realizó este estudio de casos en diferentes unidades académicas de la Universidad Laica Eloy Alfaro de Manabí y se encontró que la mayoría de los académicos (letrados) no aportan un análisis crítico desde sus asignaturas, lo cual impide que los estudiantes desarrollen y potencien el conocimiento.

Este trabajo trata sobre las condiciones del lenguaje dialógico y procura unificar las visiones de varios filósofos contemporáneos. Comienza por un análisis de las condiciones actitudinales del diálogo para luego pasar a sus juegos de lenguaje concomitantes. Concluye con la importancia cultural del tema en el mundo actual.

The article proposes to analyse what kind of ethic the teacher should generate and at the same time should put in practice. In a society that reproduce the values conditioned to a different ways to Iive that demand the establishment. Starting with the concepts of ethic and aesthetic. The teacher must assume a critic position in front of the activities he do. It will allow to make sensitive the student and in this way can participate in the construction of a critic conscious that helps in the transformations of the social practice.

Using phenomenological approaches, the author explored the meanings and essences of a cross‐cultural immersion experience in South Africa among counseling master's‐level students. Five core themes—the meaning of being American, sociopolitical awareness, engagement with South Africans and their communities, appreciation of life, and commitment to change—characterized the development of critical consciousness (Freire, , ). Findings support positive influences of cross‐cultural immersion as an experiential pedagogical method for multicultural development. Usando enfoques fenomenológicos, se exploraron los significados y esencias de una experiencia de inmersión transcultural en Sudáfrica entre estudiantes de nivel máster en consejería. Cinco temas centrales (el significado de ser estadounidense, la conciencia sociopolítica, la interacción con individuos sudafricanos y sus comunidades, la valoración de la vida y el compromiso con el cambio) caracterizaron el desarrollo de la conciencia crítica (Freire, , ). Los hallazgos confirman influencias positivas de la inmersión transcultural como un método pedagógico basado en la experiencia para el desarrollo multicultural. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

Copyright of Lenguaje is the property of Universidad del Valle 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.)

En este trabajo se vincula el análisis filosófico y el conocimiento científico. Se proponen interpretaciones reconocidas de la vertiente de la filosofía de la educación que estudia sus fines, en particular, del análisis de la noción de F. Salmerón acerca del hombre educado y de la inherente función crítica que la sustenta, todo ello aplicado al campo disciplinar de las Finanzas Públicas. La carencia de esta perspectiva se traduce en deficiencias, confusiones y dificultades teórico-metodológicas en la formación del profesional que precisa este saber cuyo objeto de estudio resulta de la confluencia de muchas otras disciplinas, y cuyo discurso científico refiere permanentemente a valores. La actividad financiera del Estado, es decir, las acciones de recaudación y aplicación de los recursos públicos responden en primera instancia a una multiplicidad de criterios de equidad cuya valoración proviene de la conciencia crítica que la educación infunde a través de los discursos científicos.

Given the hegemonic models of development that have made any alternative proposal peripheral and invisible, more and more authors and communities are re-vindicating their thinking from the viewpoint of difference, which enables the development of critical and liberating theories. The thesis set forth in this article is that, to accomplish this, a previous stage is needed: construction of the conditions that will make possible the emergence of a critical consciousness, which in turn makes possible the search for cracks in the established hegemonic system. Applying this to the field of development, the study summarizes the main contributions that have emerged from models founded on the anti-hegemonic concept of harmonious coexistence. [ABSTRACT FROM AUTHOR]

The purpose of this research is to study the level of media literacy in a sample of elderly women, the so-called «silent generation», belonging to the Asturian Housewives Association, by means of a questionnaire to collect data on critical awareness in women. The questionnaire seeks information on the persuasive effects of advertising; the women's evaluation of the information conveyed by the media, and their training, commitment and participation as media consumers. The survey also tries to identify the women's demands and concerns, regarding the media they usually use, by conducting focus group discussions. Findings show that the women surveyed believe that advertising lacks credibility and claim that some TV stations offer information and content which is biased or has been manipulated to the extent that it goes against the law. Although such women know the channels for citizen participation, they do not know how to exercise their rights in the face of illegal content. In addition, certain training needs have been detected. This research points to the need to design a training plan for media literacy which will empower them with critical skills and foster participation as active and responsible consumers. It is also intended that such women will acquire specific knowledge about the media, as well as the psychological strategies, technical resources and audiovisual language the media use. [ABSTRACT FROM AUTHOR]

The purpose of this research is to study the level of media literacy in a sample of elderly women, the so-called «silent generation», belonging to the Asturian Housewives Association, by means of a questionnaire to collect data on critical awareness in women. The questionnaire seeks information on the persuasive effects of advertising; the women's evaluation of the information conveyed by the media, and their training, commitment and participation as media consumers. The survey also tries to identify the women's demands and concerns, regarding the media they usually use, by conducting focus group discussions. Findings show that the women surveyed believe that advertising lacks credibility and claim that some TV stations offer information and content which is biased or has been manipulated to the extent that it goes against the law. Although such women know the channels for citizen participation, they do not know how to exercise their rights in the face of illegal content. In addition, certain training needs have been detected. This research points to the need to design a training plan for media literacy which will empower them with critical skills and foster participation as active and responsible consumers. It is also intended that such women will acquire specific knowledge about the media, as well as the psychological strategies, technical resources and audiovisual language the media use. [ABSTRACT FROM AUTHOR]

Disparatorios is the title Alberto Mosquera (1904-1967) gave to his single book of poems, published in three editions: 1932, 1942, and 1955. This article addresses the work of a little known Colombian poet, in the context of his life, the nature of his poetics, and the national and regional literary tradition. It also discusses the contrasting assessments of his poetry offered by readers such as Guillermo Valencia and Fernando González, as well as the attempts to situate his poetry in the context of Colombian poetry. [ABSTRACT FROM AUTHOR]

Copyright of Educación (18133363) is the property of Universidad Femenina del Sagrado Corazon 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.)

El artículo propone analizar qué clase de ética debe generar y, al mismo tiempo, practicar el docente, en una sociedad que reproduce valores condicionados a unas formas de convivencia social que exige el statu quo vigente. A partir de la exploración de los términos ética y estética se plantea la necesidad que el docente asuma una posición crítica frente a la labor que realiza, la cual permita sensibilizar al estudiante para participar en la construcción de una conciencia crítica que ayude en la transformación de las actuales prácticas sociales.

This paper describes an educational process which enables the participants to a critical analysis of television and its contents. This educational method has been developed at «La Salle» University centre, in a social educators and teachers training course, in the frame of the subject called «Techniques of Social Communication and Advertisement». It is based on a methodology that aims the development and promotion of complex thinking and critical consciousness. Reference to some techniques for the analysis of television in class may also be found. [ABSTRACT FROM AUTHOR]

This paper attempts to answer the question: What does Colombian society expect from a foreign language teacher today? The question is made in the midst of UNESCO's declaration of 2008 as the International Year of Languages. We deal with the expectations (and demands) which different sectors of society might have of the foreign language teacher and we try to answer from the teacher's perspective based on one main concept: "critical awareness". [ABSTRACT FROM AUTHOR]