Use Of Critical Pedagogy Research Articles

Pedagogy for the Future in the Context of Nepal: An Exploration with Critical Mathematics Education

Critical mathematics education undermines the neutrality of mathematics teaching and learning; it confronts societal barriers and suppression, social justice, and opens up new pathways for students to participate in social and political life. This paper intends to analyze critical mathematics education and how it can be used as a tool to create a bright future for mathematics in Nepal by altering teaching pedagogy and applying it to practice. For this study, the search engine Google, Google scholar, Eric, and ProQuest were used. Three major themes were explored: thoughts of teachers towards critical mathematics education, mathematics education in relation to society, and technology-based teaching. To discuss the result content analysis on the themes were used. This study finds that optimistic attitude, innovation of teachers, and the use of critical pedagogy appear to be too responsible for the bright future of mathematics. To attain the objectives, our teachers must be enthusiastic, knowledgeable about information and technology, and critical and reflective.

The Use of Critical Pedagogy in Social Science Education: An Analysis of Cartoons on Teaching and Learning Outcomes in the Bamenda Municipality

Social science teachers use a wide variety of innovative pedagogy to support students’ cognitive, affective and psychomotor development. This explains the shift from Socratic pedagogy to the use of cartoon- critical pedagogy in social science education. Cartoons are used for explanation of difficult content in textbooks hence, motivating students to learn. Unfortunately, this innovative pedagogy is ineffectively utilized by some social science teachers in their classroom. Therefore, this paper analyses the use of cartoons in social science lessons as a critical pedagogy to enhance teaching and students’ learning outcomes. Constructivist learning theory and dual coding theory are used in the study which focused on 03 public grammar secondary schools in the Bamenda Municipality. A sample of 07 pedagogic inspectors, 375 students and 36 social science teachers were selected using convenient and simple random sampling techniques. Data for the study was collected using questionnaires and focus group discussions. The data was analysed using descriptive and inferential statistics. The results reveal that, teachers’ use of cartoons in social science classes as a teaching device positively promoted cooperative learning, problem based learning, transformative learning and critical thinking amongst students. Furthermore, teachers’ use of cartoons in social science classes as a learning device positively improved students’ ability to understand, apply, analyse, evaluate and synthesize economics, geography and history concepts. The study concludes that, cartoon-critical pedagogy motivated teachers to become transformative intellectuals and students to become critically and socially conscious. Keywords: critical pedagogy, social science education, cartoons, teaching and learning outcomes, Bamenda Municipality DOI: 10.7176/RHSS/12-14-03 Publication date: July 31 st 2022

Viewing Sexual Health Education through the Lens of Critical Pedagogy: A Case Study in Chicago Public Schools.

Comprehensive sexual health education (SHE) programs are being implemented in many state and local jurisdictions. Much research has focused on the strength and effectiveness of such programs. However, the experiences of teachers and students in their implementation is underexplored. A case study of the implementation of the SHE policy and curriculum in Chicago Public Schools sought to explore teachers’ and students’ experiences. Sixteen teachers were interviewed and five student focus groups, including 46 students, were conducted. Both teachers and students identified opportunities to improve upon the current program, including to (1) incorporate more student-centered learning opportunities and allow for tailoring to each specific group of students; (2) use discussion and dialogue to encourage students’ exploration of their own opinions and identities and development of a sense of agency over their own learning; (3) shift focus from risk reduction to a more holistic focus on healthy sexual wellbeing; and (4) directly discuss current health inequities, contributing factors, and intersectionality. These findings align with a critical pedagogical approach and underscore the need to understand SHE implementation within its sociopolitical context. Implications of the use of critical pedagogy as a framework for SHE in Chicago and beyond are discussed.

Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania

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.

Ethical Dance Pedagogy

ABSTRACT Teaching dance in the university raises political and ethical questions regarding the process of cultural transmission. Framed by pedagogical theories of Benedictus de Spinoza, Paolo Friere, and Henry A. Giroux, and two case studies, three authors explore intersections of race, class, gender, and religion. Authors also dissect their own critical pedagogies, attending to constructs of identity as they relate to their work with university students. One case study features the use of critical pedagogy in the dance–making process where Islam is the focus. The other case study presents investigations of performances of race to consider the social locations of students of different racial backgrounds and how race factors into who gets to dance. Transmissions of identity and culture by way of the dancing body are grappled with throughout the paper

Transforming education through solidarity and collective representation

In the spirit of solidarity, critical activist scholarship and collaborative critical inquiry, this article calls for adoption of a counterhegemonic, transformative education strategy by proposing the development of an alternative vision to current neoliberal education projects and standardization. The political economy of education is driven by the economic imperatives of neoliberalism promoting new modes of governance in the university space. Education, once positioned in the public domain and constructed as a place of intellectual thought and progressive pedagogy, is reframed and reconstituted into the knowledge economy and social enterprise. The article draws on Thomas Piketty’s concepts of educational convergence, institutional change, and collective representation to embed transformative strategies that reclaim democratic academic thought and collective action. Piketty’s concepts are supplemented by narratives from service users from a large non-government organization helping people transition out of poverty, which has an early childhood center as part of the support. Such an emancipatory strategy through the use of critical pedagogy helps reconnect links between learning, knowledge, and social change.

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.

Instilling Critical Pedagogy in the Italian Language Classroom

This article explores theoretical underpinnings for the use of critical pedagogy in the Italian language learning classroom. Its description of various components of critical theory lends a historical context for critical pedagogy, particularly in the arguments of Gramsci and the Frankfurt School, that contrast with positivist tenets. These critical elements extend to the classroom in a Freirian framework, including concepts such as banking, coding, and conscientization. Such lenses apply to the realm of foreign language teaching, particularly aspects of transformative learning. Issues surrounding materials design are also considered. Avenues and opportunities for critical thinking are explored through lesson plan ideas, as well as possible thematic unit topic suggestions in Italian courses. This paper concludes with questions for future research by language scholars in the field of education, in addition to a call to action for educators of Italian.

Close encounters with critical pedagogy in socio-critically informed health education teacher education

ABSTRACTBackground: An emerging body of Physical Education scholarship is addressing the challenge of preparing Physical Education Teacher Education (PETE) students to enact a socio-critically informed Health Education [Leahy, D., and L. McCuaig. 2014. “Disrupting the Field: Teacher Education in Health Education.” In Health Education: Critical Perspectives, edited by K. Fitzpatrick, and R. Tinning, 220–232. Oxon: Routledge]. Researchers have identified the tensions faced by PETE educators whose students typically adopt an uncritical acceptance of socially unjust practices concerning the ‘healthy body’ [Tinning, R., and T. Glasby. 2002. “Pedagogical Work and the ‘Cult of the Body’: Considering the Role of HPE in the Context of the ‘New Public Health’.” Sport, Education and Society 7 (2): 109–119]. Although scholars have advocated the usefulness of critical pedagogies as a means of inspiring PETE students’ capacities to question ‘taken-for-granteds’ circulating within HPE, others such as Gore [1998. “On the Limits to Empowerment through Critical and Feminist Pedagogies.” In Power/Knowledge/Pedagogy, edited by D. Carlson, and M. Apple, 271–288. Westview], have argued that radical pedagogues have failed to name the specific alternative practices they employ. Indeed, little has changed since Gore (1998) challenged the profession to ‘translate their visions into practice’ (274). Purpose: In response to Gore’s challenge, this paper presents one contemporary PETE educator’s proclaimed use of critical pedagogy as a strategy to confront social justice and socio-cultural issues within an Australian HPETE programme. This analysis exposes the ‘hidden’ curriculum and pedagogy of higher education classrooms where practice is not routinely revealed, let alone shared. Following this, the authors explore the extent to which these pedagogical approaches were enacted as intended, in accordance with the tenets of critical pedagogy and, importantly, what students made of these endeavours. Design and analysis: The ethnographic doctoral study took place within the context of a PETE programme delivered at a large, prestigious Australian university. The participating group of 44 specialist PETE students were enrolled in EDU39 Educating for Better Health, and were commencing the third year of their teacher training course. Drawing on qualitative interview data and student assessment tasks, this paper documents the rationale behind, and enactment of, four pedagogical strategies delivered within the health education courses of this PETE programme. Comparison of pre-teaching interview data with the researcher's observation notes, revealed the compromises that ensued within the realities of a complex teacher education learning space. Conclusion: In seeking to make sense of this ‘pedagogical soup’ [Tinning, R. 1995. “We Have Ways of Making You Think, or Do We? Reflection on ‘Training’ in Reflective Teaching.” In Better Teaching in P. E.?: Think About It! Proceedings of the International Seminar on Training of Teachers in Reflective Practice in Physical Education, edited by C. Pare’. Quebec: Department des science de l'activite’ physique, Universite’ du Quebec a Trois-Rivieres], the paper argues that the approaches of social justice pedagogy offer a more nuanced rationale for, and appropriate alignment with, the pedagogical strategies employed. In light of this analysis, the authors suggest that challenging and disrupting PETE students’ values and knowledges through critical pedagogies continues to be an unpredictable and dangerous project, but still poses a valuable strategy for productive, albeit it modest, pedagogical work.

Critical pedagogy and Socially Responsible Investing (SRI): Questioning our post-secondary institutions’ investment strategies

This article explores the use of critical pedagogy in addressing the important issue of Socially Responsible Investing (SRI) in the postsecondary context. I argue that tools of critical pedagogy – in this case student-centred learning and sharing power in the classroom – provide a productive avenue for post-secondary students to engage with SRI. In addition, analysing current debates and trends in SRI offers an excellent opportunity to encourage active, engaged, student-centred learning, with the ultimate goal of producing citizens who are capable of questioning the world around them. The article presents a case study of a course on SRI at a small liberal arts university in Canada to illustrate the potential of critically teaching and learning about SRI.

Learning through Immersive Study

Music educators are part of a team charged with nurturing the development of the whole child. This includes instilling in students cognitive keys to essential life values that will be drawn on through adulthood. To help music educators attain this goal, this article encourages the inclusion of contexualized music units—immersive studies of prominent composers or musical genres that are historically or culturally relevant. This article describes the process of designing contextualized music instruction and delineates how this instruction contributes to a sound elementary music program that allows teachers to educate musically and teach music as-and-for social justice through the use of critical pedagogy and interdisciplinary learning. Sample units and resource lists are included.

Monuments as Spaces for Enhancing Social Justice and Sustainable Learning in History Teaching: A Case of the Voortrekker Monument

The study proceeds from the premise that meaningful history teaching requires that educators should be able to expose their learners to different types of historical sources and resources in order enhance their quality of teaching. One of the ways of doing this is the use of monuments as spaces to supplement and support what is done in the classroom. Since monuments are made by people who had a particular perspective about the past, it is very important for educators to use monuments to encourage an open, engaging and critical way of looking at the past. The focus in this study is on how the Voortrekker monument can be used as an educational resource to enhance social justice and sustainable learning in history teaching. This will provide some answers to the debate on how history teaching can be enhanced through the use of monuments. For the purpose of this study, a critical pedagogical lens will be used to analyse the purpose and the displays at the Voortrekker monument. The study highlights how certain societal stereotypes; discursive sources of power; dominance; inequality and bias are still promoted by what is depicted at this monument. Furthermore, the study argues for the use of critical pedagogy in explaining the Voortrekker monument as space for history teaching and learning. Lastly, the study demonstrates the need to re-organise such monuments in a more inclusive manner to enhance social justice and sustainable learning in history teaching. DOI: 10.5901/mjss.2014.v5n7p491

CRITICAL PEDAGOGY(IES) FOR ELT IN INDONESIA

This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration of the curriculum and teaching approach decreed by the Indonesian Ministry of Education and Culture, and calls for critical pedagogy by Indonesian scholars and teachers. This paper will conclude with some beginning steps that can be undertaken by teachers who want to implement a more critical approach to teaching.

Development and validation of a measure of Critical Stance for instructional coaching

This study presents supporting correlational evidence of inter-rater reliability and validity for a new scale called Critical Stance, which translates critical pedagogy into measurable teacher actions for instructional coaching. Then using a quasi-experimental design (N = 36), this study examines the effects of an instructional coaching model called the Six Standards, defined by Critical Stance and five other sociocultural principles of learning. Coached teachers demonstrated statistically significant growth in use of the Six Standards in comparison to a control group. Critical Stance, however, was the most difficult standard for teachers to implement. Implications for increasing teacher use of critical pedagogy are addressed.

Critical pedagogy in health education

Objective: This review investigated how the three-phase model of critical pedagogy, based on the writings of Paulo Freire, can be put into practice in health education. Design: The study considers literature related to the fields of health education, health promotion and critical pedagogy. Setting: The study is a scholarly review completed as part of a larger academic study. Method: A library search was conducted of relevant books, journal articles and theses using keyword searches including health education, health promotion, critical pedagogy and Freire. Ideas from the literature and from teaching experience were integrated to consider how the three-phase model of critical pedagogy might be of benefit to health education. Result: The review makes a case for the use of critical pedagogy in health education and discusses how Freire’s ideas can be combined with pedagogical techniques to overcome the difficulties of encouraging students and teachers to be co-learners in a power sharing arrangement, negotiating the content of the learning, ensuring that discussion is inclusive of a range of voices, perspectives and points of view, and dealing with the conflict which may be caused by the political nature of the teaching and learning. Conclusion: The three-phase model of critical pedagogy, based on the writings of Freire, is advocated for use in health education because it ensures that learners have an opportunity to critically engage with health information rather than to simply be passive recipients of it. It aims to focus learning on the problems, issues and real world experience of the learners, facilitates problem-posing education, and challenges the learner to question practices that support inequality. The three phases are: listening and naming; dialogue and reflection; the promoting of transformative social action.

Critical Pedagogy Enacted in the Gay–Straight Alliance

Critical pedagogy, combined with partnerships with adults at school, enabled the Gay–Straight Alliance (GSA) advisor to create the foundation for reflective, activist-oriented learning at one Midwestern high school. Underreported in current literature, the use of critical pedagogy in school clubs and/or organizations has broad implications for teachers and teacher educators. Informed by the tenets of critical multiculturalism, this study draws on ethnographic fieldwork from one school year and in-depth interviews with students and the GSA advisor. Data reveal that the GSA advisor’s unique conception of critical pedagogy is characterized by expanding students’ knowledge, facilitating students’ activism, and encouraging students’ reflection on significant interactions with peers and family. The author concludes that these pedagogical practices play a key role in creating a long-term GSA, where engaged student learning combined with activism promote a “third space” in teacher development.

Pedagogia Crítica: Repensando o Ensino de Estudos Organizacionais

This paper consists in a theoretical study about the use of critical pedagogy in organization studies education. We intent to contribute with the studies about Paulo Freire’s theory on critical education, pointing out its importance to the phenomenon analyzed. When discussing Freire’s theory we will present some theoretical influences, such as Critical Theory of Frankfurt School. It will be discussed elements of critical pedagogy like the relationship between teacher and student, pointing out for its political relevance and the importance of critical conscience. Through these reflections we intend to contribute to the organization studies education, collaborating for its praxis and epistemological enrichment.

Pedagogia crítica: repensando o ensino de estudos organizacionais

This paper consists in a theoretical study about the use of critical pedagogy in organization studies education. We intent to contribute with the studies about Paulo Freire’s theory on critical education, pointing out its importance to the phenomenon analyzed. When discussing Freire’s theory we will present some theoretical influences, such as Critical Theory of Frankfurt School. It will be discussed elements of critical pedagogy like the relationship between teacher and student, pointing out for its political relevance and the importance of critical conscience. Through these reflections we intend to contribute to the organization studies education, collaborating for its praxis and epistemological enrichment.

Critical Pedagogy and African AmericanMales Labeled "Emotionallyor Behaviorally Disordered"

This article reports on the results of a qualitative study that focused on the use of critical pedagogy with African American males with labels of emotional or behavioral disorders. The teachers in this study worked with students to examine and counter the ways that their status as a special education student affected their identities. The teachers worked with students to disrupt the hegemonic discourses of that are often attached to special education labels by providing opportunities and experiences that challenge views of themselves as deficient and unable.

Take Back Higher Education:A Book Review and Discussion of Neoliberalism and Critical Pedagogy

This paper reviews Henry and Susan Giroux's Take Back Higher Education within a larger discussion of neoliberalism and critical pedagogy. It examines the fundamental lack of our critical questioning from our students and our citizenry and the resulting emergence of the democratic consumer: the individual who uses his or her voice solely in the material realm. This passive consumerism that neoliberalism espouses can be combated through the use of critical pedagogy. Higher education must make it a priority to empower our students to be active citizens within their realities and work to be the shapers of the futures.