Critical Pedagogy Theory Research Articles

After the Graded Sermon: “Ungrading” as Theo‐Ethical Practice for Homiletics

ABSTRACTThis article considers how the practice of “ungrading” in the homiletics classroom can function not merely as a pedagogical technique, but as a theo‐ethical practice. Grounding ungrading in theological ethics in addition to critical pedagogical theory can lead us toward a pedagogical practice that builds anti‐racist and decolonial spaces in theological education. Drawing on Willie James Jennings' After Whiteness and Keri Day's Notes of a Native Daughter, the article seeks to name how ungrading in the homiletics classroom can operate as a small measure by which we might move theological education into that which “follow[s] God in building toward life” and “opens the joy of not knowing inside the joy of learning together”.

Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity

In this qualitative multi-case study, we illustrate how three pre-service teachers from varying programs and social positions framed discussions in world history classrooms, and we discuss the broader narratives about the world their discussions communicated. Using critical theories of global citizenship education (GCE) and the Dynamic Systems Model of Role Identity (DSMRI), three primary data sources inform our analysis: observations of participants’ discussions, decision memos written while reflecting on their discussion facilitation, and semi-structured interviews. The three participants prioritized making discussion content relevant to their students. However, their facilitation practice ultimately contradicted such aims by favoring dominant and distancing global narratives, though this tendency went unacknowledged in interviews and while writing reflective memos. Our DSMRI cross-case analysis reveals how candidates’ role identities manifested in classroom discourse, with ontological and epistemological beliefs reliant on dominant global narratives. Despite varied personal experiences offering potential strengths for critical GCE teaching, participants’ self-perceived limited world history content knowledge appeared to condition their distanced and power-neutral facilitation approaches. By unconsciously relying on dominant narratives, teachers’ discussion facilitation positioned global issues firmly in the past and distant from students’ lived experiences and agency.

Developing Critical Thinking in Grades 3-4

This study aims to analyze the impact of high-stakes testing practices in Asian countries, particularly Singapore, on students' learning outcomes and overall intellectual development. While the education system that focuses on standardized testing has garnered international recognition, it also raises concerns about the dominance of rote memorization over the development of critical thinking skills. This research proposes integrating Bronfenbrenner's Ecological Systems Theory and Critical Theory in Education as a framework for curriculum design to create a more balanced educational approach. The research method employed was observational and participatory, conducted over one academic year in a 3rd and 4th-grade classroom in Singapore. Data were collected through classroom observations, student writing samples, and parental involvement in the writing program. Parental involvement included weekly writing facilitation sessions and providing insights into the influence of parents on student development. The results of the study indicate that high-stakes testing practices contribute to improved academic performance but tend to limit students' critical thinking abilities. The use of a holistic approach in the curriculum, emphasizing student engagement and environmental support, proved effective in fostering analytical thinking. The implications of this study highlight the need to balance test preparation with the development of critical thinking skills in the education system, ensuring that students not only excel academically but are also equipped to think critically and adapt to global contexts.

GRAMSCI AND SAVIANI

This article explores the contributions of Antonio Gramsci and Dermeval Saviani to the critical theory of education, highlighting its distinct views on the role of education in social transformation. While Gramsci emphasizes cultural hegemony and the formation of organic intellectuals, Saviani develops historical-critical pedagogy, focusing on concrete educational practice and material conditions of education in Latin America. This study investigates the theoretical contributions of Antonio Gramsci and Dermeval Saviani to education, exploring its complementary and distinct perspectives on how education can be an instrument of social transformation. Gramsci, influenced by Western Marxism, highlights cultural hegemony and the formation of organic intellectuals as strategies to challenge the ideological domination of the ruling classes. In contrast, Saviani, with his historical-critical pedagogy, focuses on concrete educational practice and educational policies, especially in the Latin American context, proposing an education that promotes critical awareness and the emancipation of the oppressed.

Effect of Gender Quotas on Political Representation in Scandinavian Countries in Sweden

Purpose: The aim of the study was to analyze the effect of gender quotas on political representation in Scandinavian countries in Sweden. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In Sweden, gender quotas have greatly enhanced female political representation. These quotas have led to a higher number of women in parliament and political positions, promoting greater gender equality in decision-making. The Swedish approach, combining party quotas and legislative requirements, has effectively increased female participation and influenced more inclusive policy-making. This success highlights the positive impact of gender quotas on achieving gender balance in politics. Unique Contribution to Theory, Practice and Policy: Social learning theory, expectancy-value theory & critical pedagogy theory may be used to anchor future studies on the effect of gender quotas on political representation in Scandinavian countries in Sweden. Educators and curriculum developers should ensure that textbooks and other educational materials represent genders equitably and inclusively. Education policymakers should establish and enforce regulatory standards that mandate gender balance and inclusivity in textbooks.

Impact of Gender Representation in Textbooks on Student Achievement in United Kingdom

Purpose: The aim of the study was to analyze the impact of gender representation in textbooks on student achievement in United Kingdom. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study revealed that balanced gender representation positively influences student outcomes. Research indicates that textbooks featuring diverse gender roles and equitable portrayals help combat gender stereotypes and promote higher engagement and achievement among students. Specifically, when textbooks include a variety of roles and achievements for different genders, students of all genders benefit from improved self-efficacy and academic performance. Unique Contribution to Theory, Practice and Policy: Social learning theory, expectancy-value theory & critical pedagogy theory may be used to anchor future studies on gender representation in textbooks on student achievement in United Kingdom. Educators and curriculum developers should ensure that textbooks and other educational materials represent genders equitably and inclusively. Education policymakers should establish and enforce regulatory standards that mandate gender balance and inclusivity in textbooks.

DisCrit mothering: interrogating consequential education for our children’s lives and humanity

In this special issue, a collective of mother-scholar-activists focus on exploring the possibilities for an intersectional critical stance for motherhood. Building on and extending the field of Critical Race Parenting (ParentCrit), we propose a global DisCrit Mothering approach. We draw from Disability Critical Race Theory in Education (DisCrit) and Revolutionary Mothering, to forward DisCrit Mothering as politicized action (as opposed to biological function). Such politicized action is necessarily rooted in defiance and radical love for children dehumanized by intersecting oppressions (i.e., ableism, racism, linguicism, cisheteropatriarchy) in schools. Moreover, we view DisCrit mothering as an interdependent educational praxis that attends to the ways in which many of these intersecting oppression impact mothers themselves, often limiting their capacity to advocate for their children.

A Critical Pedagogy Analysis of Literature Teachers’ Perspectives on The Integration of Multicultural Literature in Higher Education

This qualitative study investigates the integration of multicultural literature within higher education classrooms, examining experiences, challenges, necessary support, and perceived impacts on students. Framed within critical pedagogy theory, the research aimed to uncover insights into the transformative potential of diverse narratives. Guided by qualitative research principles, specially descriptive phenomenology, the study employs semi-structured interviews with literature instructors selected through purposive sampling. Data collection involved multiple online platforms to facilitate candid discussions, ensuring a diverse representation of perspectives. The interview guide was rigorously developed and validated through pre-testing and expert consultation, ensuring relevance to the research objectives. Interviews were recorded and transcribed verbatim for thematic analysis, a methodical approach to identifying patterns and themes within the data. Inductive reasoning guided the analysis process, allowing for theory formulation from observed patterns. Intercoder reliability checks and member-checking techniques were employed to enhance data validity and credibility. The analysis of participant responses revealed multifaceted teaching strategies, emphasizing the significance of cultural representation, innovative approaches, and fostering cross-cultural understanding. Teachers adapt their methods to accommodate diverse student voices while leveraging technology and cultural sensitivity. This study emphasises that institutions, educators, and students collectively contribute to fostering a culturally enriched learning environment. It also contributes to inclusivity and diversity in education, cultivating cultural intelligence and a broader understanding of global perspectives. The study highlights the necessity for literature teachers to have access to diverse resources, professional development opportunities, and collaboration for effective integration. Moreover, higher education institutions are crucial in supporting this integration through curriculum enhancements, resource allocation, and adequate preparation time. Despite challenges such as limited institutional support, the personal dedication and commitment of teachers and students play a pivotal role in successfully integrating multicultural literature into educational settings. These findings provide nuanced insights into the complexities of integrating multicultural literature in higher education, contributing to educational theory, policy development, and pedagogical practices.

Recruitment overhaul of Black athletes in college sport

ABSTRACT The purpose of this study was to examine the recruitment and retention efforts of Black college athletes in football, women’s basketball and men’s basketball by white head coaches at historically white institutions (HWI). This study employed Critical Race Theory (CRT) and the educational tenets of: (1) racism; (2) interest convergence; (3) social construction; (4) differential racialization; (5) intersectionality/anti-essentialism; and (6) unique voice/counter storytelling [Bell, D. (1995). Who's afraid of critical race theory? University of Illinois Law Review, 1995, 893–910; Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press; Ladson-Billings, G. (2013). Critical race theory: What it is not!. In M. L. Editor, & A. D. Editors (Eds.), The handbook of critical race theory in education (pp. 34–47). Routledge Handbooks Online; Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44]. A descriptive multiple case study [Stake, R. (1995). The art of case study research. Sage Publications, Inc.] was designed, and semi-structured interviews were carried out with seven male and three female former college athletes from a Power 5 institution. This study gathered common themes related to former athletes’ intersection of race and gender. The theme of race produced the following subthemes: (1) representation, (2) assimilation, (3) academics and (4) community. Furthermore, the theme of gender produced greater insight in the subtheme of (1) intersectionality. Through the aforementioned themes, the researchers call for a complete overhaul of the current practices of recruiting Black college athletes at HWIs through established offices comprised of researchers and practitioners well versed in providing resources and support for students on and beyond the campus environment.

Can Black Critical Theory sit with Mad Studies in education in Britain?

ABSTRACT This article draws on the scholarship of Black Critical Theory in education. It enriches this literature by provocatively commanding scholarly and methodological space for Mad Studies to explore, understand and address, distressed Black pupils’ experiences of anti-Black sanism in education in Britain. Currently limited by the proliferation of mental health literature that too often decontextualises and pathologises Black suffering outside of anti-Black contexts and dominates our understanding of mental health, illness, treatment and care, this article outlines the necessity of maddening Black Critical Theory to advance hermeneutic and testimonial justice to those pupils living mad while Black.

An Examination of Educational Leadership Preparation in Ontario: Are Principals Prepared to Lead Equitably?

<p>In response to the changing demographics of schools in Canada and efforts to better equip principals to challenging inequity, leadership preparation programs have adopted new policies focused more on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program (PQP) course were interviewed to understand their perceptions on the program’s ability to prepare them to lead, and their perceptions on concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI, as well as their understandings of difference. Study findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators’ perceptions on their preparedness to lead. Utilization of Critical Race Theory in Education and Applied Critical Leadership additionally help frame analysis and support the need to integrate culturally relevant pedagogical practice into leadership preparation programs.</p>

Black Sheep as Tragic Hero: How Disruptive Students Resist the Oppression and Why They Fail to Liberate?

Within the educational landscapes, there exists a prevailing dichotomy. On one side stand the obedient students, absorbing knowledge from their teachers unconditionally, and on the other side stand their non-compliant counterparts who are prone to disrupt the prescribed order, labeled as the black sheep of the academic flock. In education, obedience and conformity are celebrated, while noncompliance is stigmatized. Researchers often focus on strategies to control disruptive behavior, perpetuating teacher-centered approaches that maintain power imbalances. However, disruptive behavior is not just defiance. It's a response to an oppressive educational paradigm. This study delves into the narrative of these disruptive students, exploring their resistance to an educational system with intrinsic oppressive nature and the obstacles they encounter in their pursuit of liberation. The theoretical framework of this study is mainly constructed upon Freires critical pedagogy theory and literature on power dynamics to examine power dynamics in education settings and to understand students resistant behavior and why it fails to provoke change.

Freedom Learning in University (MBKM): Strengthening Social Studies Curriculum Through Critical Pedagogy

The emergence of society 5.0 era opens opportunities as well as challenges that are increasingly complex for the education world existence and progress with information and communication technology (ICT) support in learning process which is expected to be able to produce students who are adaptive to social changes around them. A lack of relevant curriculum regarding access to learning and technology is also still a challenge for the education world. The education system and social studies curriculum in Indonesia must improve to be able to adapt to science and technology development in this society 5.0 era through a critical pedagogical theory approach. The paper aims to contribute visible ideas on strengthening the social studies curriculum through critical pedagogy in the MBKM context. The research method used is qualitative with a literature review that is relevant to the social studies curriculum through critical pedagogy in the MBKM context. The analysis results show that strengthening the social studies curriculum through critical pedagogy in the MBKM context is by implementing the significant learning models and providing space for developing student competencies.
 Keywords: critical pedagogy, freedom learning, MBKM, social studies curriculum

Optimizing Lifelong Learning Opportunity for the Out-of-School Youth and Adults: A Needs Assessment for Empowerment and Educational Advancement

As advocated in UNSDG 4, lifelong learning is crucial in providing alternative learning opportunities to marginalized individuals with limited access to formal education. Through the non-formal and informal education projects under the Alternative Learning System (ALS), the out-of-school youth and adults are given a chance to acquire the necessary knowledge, skills, and attitudes that will enhance their employability, personal development, and overall well-being. This needs analysis research, anchored with the Participatory Learning and Action Approach and the Theory of Critical Pedagogy, aimed at designing innovative non-formal and informal education projects aligned with the needs and interests of out-of-school youth and adults. The data collected from 136 ALS learners showed that the priority projects should focus on pre-employment activities, personality development and career planning, substance abuse prevention, eCommerce and entrepreneurship, cooking and baking, and sports and fitness. Results revealed that the project components are implemented successfully to a moderate extent. The factors that affected its implementation included the need for more sufficient resources, inadequate monitoring and evaluation, and limited opportunities to participate or apply the acquired skills. The ALS learners pinpointed that low interest or motivation, lack of time due to work commitments, low awareness of the programs, and transportation or distance-related issues contributed to low peer engagement.

Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences

Higher education systems across the globally have adopted policies to provide a curriculum which is underpinned by the fundamental values of equality, inclusivity, and diversity. However, owing to lack of transformation and the practical implementation of these policies, higher education is still significantly entrenched in Eurocentric epistemologies which expose students to a learning environment which does not represent their social identities. This has led to the intensification of discourses on decolonisation epistemologies. At the centre of these decolonisation epistemologies is their advocacy for the recognition of indigenous epistemologies and ontologies in the learning environment. Of importance to these discourses is social justice issues that influence the 21st-century curriculum. Guided by the Critical Theory of Education, this study explored social justice issues that inform the 21st-century curriculum from a lecturers’ perspective. Data was collected from thirty-two purposefully selected lecturers from all universities in South Africa using a questionnaire with a Likert scale. The findings demonstrate that academic imperialism, language equity, equality, inclusivity, and diversity are the major issues of social justice that influence the 21st-century curriculum. To promote these social justice issues, this study advocates for radical transformation in language policies and pedagogical practices in higher education. The study further calls for the practical dismantling of the current dispensation in higher education which perpetuates social injustice and inequality. Educational policies need to respond purposefully to calls to decolonise the 21st-century curriculum holistically and create an education system which works for every student on these social justice issues.

Techno-Rationalism and Higher Educational Law: Examining Legal Frameworks in Southern African Universities from a Freirean Critical Pedagogy Perspective

This conceptual article explores the profound impact of techno-rationalism on educational law in Southern African universities. It also examines the influence of techno-rationalism on equity, social justice and academic freedom within higher education in the digital era. The article critically analyses the reshaping of educational law in Southern Africa by considering technological advancements, economic forces, affective factors and socio-cultural dynamics. It aims to investigate whether the implementation of techno-rationalist discourses hinders social justice aspirations in universities. Additionally, the article explores how pervasive neoliberalism and market-driven logic are at universities, questioning whether these practices overshadow the institution’s core objectives and commitment to social justice. The article envisions possibilities for reconceptualising the university in the era of techno-rationalism through the critical pedagogy theory. This theory is relevant to this work because it promotes an emancipatory theoretical framework that challenges learning environments, especially higher education institutions, where people might be politically, socially and economically disempowered. It also calls for a holistic approach to knowledge, curriculum and pedagogy that recognises the university’s embeddedness in a broader ecological and socio-cultural context. Through this exploration, the article contributes to the scholarly discourse on the decolonisation of universities and seeks to inspire new lines of enquiry addressing inequality and the pursuit of social justice in Southern African higher education institutions.

Strategies for Promoting the Practice of Constructivist Teaching and Learning Process in Tanzanian Schools

This research aimed to investigate the strategies employed by schools to promote the constructivist teaching and learning approach. The study was conducted at Monduli Secondary School and utilized a qualitative research approach, incorporating ethnographic and phenomenological designs. The selection of participants followed a purposeful sampling strategy, including the district education officer, two ward education officers, four school heads, and twelve departmental heads. The data collection methods comprised participatory observation, in-depth interviews, and focused group discussions. To interpret and underscore the significance of teaching and learning activities, the study applied the perspectives of human capital and critical pedagogy theories. The findings revealed that extracurricular programs in schools effectively imparted self-sustainability knowledge and skills to students. These competencies are crucial in preparing students to innovate and create sustainable projects, thereby contributing actively to socioeconomic development. The study recommends that educators integrate extracurricular activities into regular classroom sessions to foster students’ abilities for active participation in knowledge creationConstructivist, Critical thinking, Teaching Pedagogy, and sustainable livelihood

Book Review: The Palgrave Handbook on Critical Theories of Education

Book Review: The Palgrave Handbook on Critical Theories of Education

Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education

This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature’s strengths, challenges, and tensions. Some strengths include detailing Latinxs’ experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit’s scope by rationalizing the study’s use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described as for Latinxs, the literature largely undertheorizes race and lacks clarity about conceptualizing Latinxs as a racialized group. The author recommends four framing ideas that are particular to LatCrit and that help advance the specificity of Latinidad in education.

When teachers write and heal together

The spring and summer of 2020 were rife with tension emanating from hate speech, racial violence, and a global health pandemic. Educators deliberated over the uncertainties of equitable access to learning, healthcare, and wellbeing. This article will describe how the Red Mountain Writing Project created a third space (Gutierrez, 2008) grounded by Critical Race Theory (CRT) in education (Solorzano & Delgado Bernal, 2001; Solorzano & Yosso, 2001) and Historically Responsive Literacy (Muhammad, 2020) to center the lives of teachers, their experiences, and their stories during a tumultuous time. The authors will share how they built and maintained a supportive virtual space for teachers to critically examine and reflect on their lived experiences, social awareness, sense of agency, and anti-racist teaching and writing practices. Now, after more than two years, teacher-writer communities are especially needed – third spaces where teachers from diverse backgrounds can hold space together and engage in writing to heal, find joy, empathize, and amplify their experiential knowledges.