Introduction to the Special Issue on Critical Language Pedagogy

Graham V Crookes

doi:10.3390/educsci11110694

Abstract

Highlights

Introduction to the Special Issue onCritical Language PedagogyGraham V
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Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates them in respect to values such as equity, liberty, and social justice

Summary

Introduction

Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates them in respect to values such as equity, liberty, and social justice. It may be critical or oriented to conflict—that is, starting from the observation that, all too often, societies are not functional, and do not benefit their members as a whole, or certain groups (or classes) This applies to most, perhaps all, aspects of educational research, whether located in social subareas such as the sociology of education, the economics of education, the social psychology of education, assessment and evaluation, not to mention curriculum theory, though it may be less evident in fields such as instructional psychology or educational psychology, which have historically not shown much interest either in holistic perspectives or critical views. By doing so in an open source journal, we hope to make our work maximally accessible, as befits an area (critical language pedagogy) with a strong egalitarian, democratic ethos

Locating the Area of Critical Language Pedagogy

The Articles Themselves