Application Of Critical Pedagogy Research Articles

Implementing Critical Pedagogy in EFL Classes: Pre-Service Teachers’ Experiences

The application of Critical Pedagogy (CP) based on strengthening and valuing the identity of each person to educate them in diversity and achieve social equity becomes key to helping learners identify themselves as agents of change to contribute to the creation of social solutions. The study reports the experiences of pre-service teachers of the Teaching English as a Foreign Language (TEFL) undergraduate program while implementing CP to teach English to children and teenagers who are beneficiaries of a Charity Foundation in Cuenca, Ecuador. The findings show that pre-service teachers were able to implement the principles of CP not only to teach English but also to foster in students a sense of self-identity and social justice, achieving the goals of using this approach.

Accommodations for disabilities in dental education: A focus on technical standards and clinical skills.

Providing disability-based accommodations is a multifaceted process that must balance the needs of dental students and their institutions. Reasonable accommodations must not compromise patient safety or cause an undue burden on the student or institution. Therefore, more creative approaches must be considered as the number of individuals and the types of learning disabilities have increased in recent years. In the clinical setting, providing accommodations also requires detailed advanced planning and collaboration to maintain program quality. However, current technical standards (TS) may serve as a barrier to entry into the health professions for people with disabilities. These individuals remain substantially underrepresented in dentistry despite bringing unique perspectives and experiences that can contribute to a diverse workforce of culturally proficient practitioners. In response, many schools have adopted a "functional" approach to TS that emphasizes a student's abilities rather than their limitations. In addition, innovative assistive technologies coupled with the application of critical pedagogy and universal design learning practices that engage people with the widest possible range of capabilities allows equitable approaches for learning and assessment while maintaining professional standards.

基于实现师生角色实质性深层互换的法语“柔性翻转课堂”探讨

The "flipped classroom model" is one of the important teaching application models. However, in order to substantially realize the "flipped classroom", there are many problems encountered in the implementation. The reason for the problem may be that in the previous flipped classroom model, the roles of teachers and students were not substantially interchanged. Specifically, in traditional classrooms, teachers are knowledge imparters and students are passive receivers. However, what the "flipped classroom" model hopes is that the teacher's initiative and students' passivity will be exchanged, and students will become "passive receivers". ” becomes “active participant and explorer”. This study proposes "A discussion of the French 'flexible flipped classroom' based on the realization of deep and substantive exchange of teachers and students' roles". Through the analysis of the possibility of deep and substantial exchange of teachers and students' roles and the application of critical pedagogy, the "flexible flipped classroom" is proposed the concept of.

Critical pedagogy: Loving and caring within and beyond the classroom

Critical pedagogy scholars have described teaching as an act of love. This love is not a trivial emotion but a conscious action that demonstrates care, respect, honesty, listening, and solidarity. However, translating love and other principles of critical pedagogy into the classroom can be complex and painful. This article discusses our pedagogical experiences of love and care inside and outside classrooms. Our reflections on working in a juvenile detention center and a food justice mutual aid project show how understanding love, care, and solidarity as actions have been essential for working with our communities. At the same time, our experiences pose questions about the complexities and possibilities of loving and caring in precarious and totalitarian circumstances. We contribute to thinking about the application of critical pedagogy beyond school classrooms.

Transforming education with Black diaspora film and filmmaking practice

At the first Third World Filmmakers Meeting held in Algiers in 1973, participants resolved that the cinema they envisioned could conscientize audiences and continue Indigenous and African storytelling traditions. Today, there is a robust canon of Black diaspora cinema, which should be preserved, archived and analysed. Yet when coupled with filmmaking practice, it can become living history as a tool in the application of critical pedagogy. This article considers Black diaspora film and filmmaking practice as mechanisms for the radical transformation of education. It examines how oppositional cinematic representations can spark critical consciousness and how filmmaking practice can put emotional intelligence at the centre of learning.

A Review on Historical Aspects of Critical Pedagogy

This paper makes a review of inventory and application of critical pedagogy in education sector, in particular, and also in general practices of critical thinking, skepticism, decision making process, etc. Critical pedagogy as a concept originated and developed in academia, for development of critical mind of learners. Education broadens the students’ views of reality. Education is transformative, bringing all kinds of changes in human mind, as well as in the society and the nation. Education makes students critical and skeptical on the issues which are frequent in their daily life. Therefore, all kinds of social, cultural, economical and political issues are solved by critical mind of the learners. Education must be democratic in nature and system. People in power make education system in their own favour, dominating the powerless people. Therefore, education is political. Those who participate in critical pedagogy resist the constraints that those in power impose on them. Critical pedagogy can be applied in all faculties and subjects like music, economics, mathematics, sociology, political science, English language teaching, English literature teaching, and so on. Teachers also must be qualified with the critical pedagogy approach. They must be confident with the knowledge and skills for applying Freire’s methods of teaching effectively in the classroom. They must be critical thinkers, self-reflective, culturally conscious for the pedagogical situation to enhance students’ understanding of the world.
 The major purpose of this review is to point out the effectiveness of critical pedagogy in education and in general. After teachers’ role in critical pedagogy, knowledge of the language and of the world, consciousness or ‘conscientization’, power resistance, value judgments, perception of reality and truth, empowerment, transformation, decision making skills, critical thinking, skepticism, negotiation, problem posing and solving, and many other aspects of learning in critical pedagogy are explained in this review paper.

Overcoming Challenges to Critical Information Literacy: Primary Source Analysis as Consciousness-Raising

Critical information literacy can be described as the application of critical pedagogy, or a theory of learning that endeavors to impact social change, to information literacy. The use of critical pedagogy in information literacy instruction is simultaneously on-trend in theory and also criticized for the obstacles to its practical implementation. Due to historic collecting practices in archives and special collections libraries, teaching with archival collections presents an advantageous way to integrate critical information literacy. This case study describes the use of primary source analysis as a critical information literacy tool in a one-shot instruction session for a cross-listed communications and women’s studies course, focusing on gender roles and communication.

Iranian EFL Teachers’ Attitudes towards Critical Pedagogy

<p>Critical pedagogy (CP) is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 99 Iranian EFL teachers teaching at different institutes in Shiraz. The reliability and validity of the questionnaire were recalculated. As far as the validity of the scale was concerned, it was established through factor analysis and the reliability of the questionnaire was checked through Cronbach’s alpha. Statistical procedures, namely, descriptive statistics, independent samples <em>t-</em>test, and two-way ANOVA were applied. The findings of the study revealed that the EFL teachers mostly agree with the application of critical pedagogy. No significant difference was found between novice and experienced teachers' attitudes towards the principles of critical pedagogy. Furthermore, the results indicated that there was no significant relationship between teacher's academic experience and their views regarding critical pedagogy. However, as their teaching experience increased, they developed positive attitudes towards CP.</p>

On the Consequences of the Violation of Critical Pedagogy Principles from Iranian EFL Teacher Trainers’ Perspectives

The application of critical pedagogy in educational contexts has received adequate research attention over the last decades. The main focus of this strand of research has, however, been on raising awareness of the educators. Nevertheless, little is known about the consequences of the violation of critical pedagogy principles from EFL teacher trainers’ perspectives. To begin to address this gap in research, a qualitative (phenomenological) study was carried out to explore the main consequences of violating critical pedagogy in the higher education system of Iran. The participants were 15 faculty members of TEFL and English Literature at 10 Iranian state universities. The data were collected through in-depth semi-structured face-to-face interviews and analyzed according to Radnor’s (2001) model. The results indicated that the main consequences of the violation of critical pedagogy were educational (related to teaching, learning, and testing), psychological, social, and ideological. Therefore, it was concluded that educators must follow the principles of CP in order to avoid the negative consequences and foster the learning and teaching processes more effectively.

Critical Pedagogy in Postgraduate Classroom: Students’ Perspectives

Postgraduate classroom, in pedagogical discourses, is a physical space where learners can interact with their teachers and other learners, where they can share their experiences, ideas and knowledge, and put them into action for their individuals and collective change. This paper examines whether postgraduate classroom in Pakistan provides learners with the opportunity to widen their intellectual horizon through interactive learning and prepare them for jobs in the competitive knowledge based economy or equip them with ‘inflated credentials’. The data informing this study were gathered during fall 2015 semester from 20 (10 MS/M. Phil and 10 Ph. D) scholars at two public sector universities of Islamabad. Drawing on qualitative data, the paper employed Foucauldian discourses analysis as the key methodological and theoretical tool for understanding how postgraduate students describe their learning experience. Analyzing the data with the insights from Foucauldian discourses analysis (FDA), the paper explores a number of concerns, including the constitutive and constituted nature of teachers’ practices and teachers’ ideology. The study findings suggest that majority of the universities’ teachers are preachers rather than teachers. The paper stresses for the recognition and application of critical pedagogy in our postgraduate classroom. Based on the study findings, the paper suggest that postgraduate scholars should be treated as intellectuals who will engage in dialogue with their teachers and their peers to test their ideas and knowledge against the ideas and opinions of their teachers and class fellows.

8. TRENDS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES

This review of trends in the teaching of English for specific purposes (ESP) presents recent developments in ESP praxis from three different but not mutually exclusive points of reference: the sociodiscoursal, sociocultural, and sociopolitical. In addition to a selection of exemplar practices, theoretical analogues are considered for each of these three socially oriented perspectives on ESP. For the sociodiscoursal approach to ESP, genre theory and genre-informed pedagogy are highlighted; for the sociocultural, theories of situated learning and their practical corollaries are focused on; for the sociopolitical, theories and applications of critical pedagogy are emphasized. Possible research directions for all three social turns of ESP are also suggested.

Popular Research and Social Transformation: A Community-Based Approach to Critical Pedagogy

* This report focuses on the application of critical pedagogy at El Barrio Popular Education Program, a community-based adult education program in New York City. It is a vignette of a more complex picture of what the participants and the staff of the program accomplished together between 1990 and 1996. During that period, I served as executive director of the organization and as the coordinator of its educational programs. The program, which was committed to the implementation of participatory education and the goals of bilingualism and biliteracy, integrated the teaching of Spanish-language literacy and basic education with ESL, computer and video technology, and popular research-that is, investigations designed, conducted, analyzed, and produced by the learners on topics significant to them. The concept of critical pedagogy as used in this report places language at the center of the curriculum. The students' native language was used not only as an aid to learning English but also as a terrain of knowledge and a field of possibilities that linked students' experiences to collective action. The use of Spanish gave the students the opportunity to use their own reality as the basis of the literacy program and enabled them to reconstruct their history and culture (Freire & Macedo, 1987). Through the use of their own vernacular, the students produced new forms of knowledge that they made accessible to the community. They produced this knowledge by engaging in investigations-called popular