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Thematische Bibliographien / Critical pedagogy / Dissertationen

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Dissertationen zum Thema „Critical pedagogy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Bennington-Dykes, Judy. "Critical invention a rhetorical pedagogy for critical literacy /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000105.

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2

Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.

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3

Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Introduction." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620823.

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4

Pagowsky, Nicole, and Kelly McElroy. "Critical Library Pedagogy Handbooks: Acknowledgments." Association of College and Research Libraries, 2016. http://hdl.handle.net/10150/620824.

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5

Hollstein, Matthew Scott. "CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.

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6

Connolly, Brid. "Praxis, critical pedagogy and critical adult and community education." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505459.

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My motivation for undertaking this research stemmed from the fascination I had in the ways of working with adult learners and the way in which adult and community education was a powertul tool for change. The purpose of this study was to explore this interest in close detail examining how praxis, the cycle of action and reflection, and critical pedagogy in adult and community education might work towards social transformation. Critical pedagogy, the dynamic interaction between 'really useful knowledge', the educators and the learners, in the learning environment, lacked an ingredient that I so

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7

Jones, Liz. "Critical pedagogy : an im\possible task?" Thesis, Manchester Metropolitan University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267444.

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8

Georgieff, André Sascha. "Facilitating critical pedagogy: Challenges and rewards." Thesis, Georgieff, André Sascha (2020) Facilitating critical pedagogy: Challenges and rewards. Masters by Research thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/58963/.

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In this dissertation I explore and report a series of critical teaching dilemmas that occurred in the context of a social justice teacher education unit. Facilitating Critical Pedagogy: Challenges and Rewards is an auto-ethnographic qualitative research project grounded in critical theory. It uses Critical Reflective Practice, in order to advise, provoke and reform significant teaching challenges. Discussing issues surrounding social justice with student teachers can be a rewarding experience. It can however, also create teaching incidents when students become defiant and resistant to change.

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9

Cosenza, Julie Susan. "A Critical Disability Pedagogy: Legitimizing Dyslexia." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1347.

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A common understanding is that dyslexia is the inability to spell words, the inability to recall symbols, the inability to recognize sight words, or the inability to decode. Dyslexia is often described in deficiency language—the inability to do something. Deficiency language is a product of special education and continues to dominate common understandings of dyslexia. Additionally, special education views dyslexia as an isolated variable, an object to assess, measure, and rehabilitate, and does not take into consideration systemic factors that may influence learning. In this dissertation, I

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10

Arvidsson, Sanna, and Beatrice Bogren. "Critical literacy i de första skolåren : En litteraturstudie om hur ett critical literacy perspektiv i undervisningen kan möjliggöra för utvecklingen av elevers läsförståelse." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-37042.

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Denna litteraturstudie behandlar hur elevers läsförståelse kan utvecklas genom att arbeta utifrån ett critical literacy-perspektiv i relation till vetenskapliga teorier om lärande. Studien beskriver hur olika metoder och arbetssätt samt lärares förhållningssätt möjliggör elevers utveckling av textarbete med utgångspunkt i den sociokulturella teorin. Syftet är att undersöka forskning som rör elevers läsförståelse samt vilka förmågor eleverna i årskurs F-3 utvecklar genom att arbeta med läsförståelse med utgångspunkt i critical literacy-praktiker. Studiens vetenskapliga material har samlats in v

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Sportun, Jaime. "Advertising as a pedagogy? using literacy and critical pedagogy to empower youth." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104836.

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Partially grounded in the work of George Gerbner, and also in other media theorists including John Berger, Roland Barthes and Michael Hoechsmann, this thesis aims to explore the concept of media as public pedagogy. Based on these theories, an in-depth analysis of the advertisements produced by cellular goods and service providers and their effect on the youth generation with respect to the relatively new phenomenon of cyber-bullying will be examined. Then, through the works and writings of critical pedagogues including Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe and Donaldo

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12

Shovlin, Paul W. "Writing Bytes: Articulating a Techno-critical Pedagogy." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1268168526.

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13

Birk, Tammy A. "Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138.

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14

Muhammed, Armiya Khaleel. "Africana Critical Pedagogy: A Black Existential Journey." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587746024509493.

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15

Bell, Diana C. Neuleib Janice. "Motivation and critical pedagogy a view from within /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633384.

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Thesis (D.A.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 9, 2006. Dissertation Committee: Janice Neuleib (chair), Ronald Strickland, Heather Graves. Includes bibliographical references (leaves 216-228) and abstract. Also available in print.

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Klassen, Gerald D. "Towards a critical social studies pedagogy and practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24543.pdf.

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17

Harris, Fred. "Towards a critical materialist pedagogy, Marx and Dewey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ53100.pdf.

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18

Guthrie, Nichole Hurley. "Necessary Contradictions: Critical Pedagogy and Kenneth Burke's Pentad." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-05202003-131348/.

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Critical pedagogy, a teaching philosophy that encourages critical reflection in students so that they may expose and change oppressive societal structures, has been plagued by criticisms from a variety of sources. Critics charge that critical pedagogy is marred by irreconcilable contradictions such as its inappropriateness for non-oppressed students, its neglect of students? needs, and its unsuitability for most instructors privileged by the dominant ideology. Examining the internal consistency of Kenneth Burke?s pentadic ratios can be a useful tool for analyzing these contradictions, specific

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Maybaum, Lenore DeBok. "Resistance and engagement in the critical classroom: a psychoanalytic reading of critical pedagogy." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5566.

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This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggest

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Santos, Fábio Schwarz Soares dos [UNESP]. "Professores dos anos iniciais do ensino fundamental, pedagogia histórico-crítica e ensino de ciências: investigando articulações." Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/132498.

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Made available in DSpace on 2016-01-13T13:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-03-06. Added 1 bitstream(s) on 2016-01-13T13:31:57Z : No. of bitstreams: 1 000852069.pdf: 873133 bytes, checksum: bf8c651f33d72c22d23c2e93b7e66047 (MD5)<br>O presente trabalho teve por objetivo analisar o conhecimento de um grupo de professores sobre a Pedagogia Histórico-crítica (PHC) e sua articulação com o ensino de Ciências nas series iniciais. Para tanto, foi elaborado e desenvolvido um curso de formação continuada para professores de uma escola da rede municipal de ensino de Bauru. Os

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Franklin, Michele M. "Critical thinking and Native pedagogy, a discussion of compatibility." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30902.pdf.

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22

Tegler, Taiva. "(Un)Compromising/In Tension: Critical Pedagogy and the Academy." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26131.

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In asking about the experiences of professors embodying and enacting tools of critical pedagogy, this thesis seeks to explore strategies of resistance to the hegemony of neoliberalism in the Academy. This research focuses on the Canadian university as characterized by neoliberal logic and the hierarchical practices of capitalism, patriarchy, and colonialism. By exploring the themes of neoliberalism, violence, tension, critical pedagogy, and anti-oppression, that are in turn rooted in personal testimony and lived experience of educators, this study seeks to challenge normative systems of kn

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Brown, Wade E. "Critical Hip-hop Graffiti Pedagogy in a Primary School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3671998.

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<p> Educational reform movements are constantly in the process of trying to improve a fractured educational system. Many scholars contend there is a discrepancy between educational outcomes for White students and students from diverse ethnic backgrounds. Some educators in working class communities of color have begun to infuse elements of students' social and cultural backgrounds, including popular culture, to create instructional methods that can better engage and pique student interest. Hip-hop Pedagogy is one of the methods, rooted in popular culture, which is being used in classroom se

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Madden, Ellen J. "Place-based Education| Educator Perspectives on a Critical Pedagogy." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110427.

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<p> As education evolves in the 21st century and students learn to develop knowledge from the ground up, educators step into the role of facilitator. Critical to this paradigm shift is a connection with places that develops knowledge from local experiences into broad global understanding. This thesis explores the literature on how people develop a connection with place, the importance of learning about the world through appropriate developmental stages, and the relevance of place-based education as part of learning in the 21st century. Through qualitative research methods—including surve

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Tatman, James J. "Culturally Responsive Leadership: Critical Pedagogy for English Language Proficiency." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1616614308056987.

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26

Jordan, Jason. "Teaching Past the Test: a Pedagogy of Critical Pragmatism." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115103/.

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Existent scholarship in communication studies has failed to adequately address the particular pedagogical context of current public secondary education within the United States. While communication studies has produced a great deal of scholarship centered within the framework of critical pedagogy, these efforts fail to offer public high school teachers in the U.S. a tenable alternative to standardized constructs of educational communication. This thesis addresses the need for a workable, critical pedagogy in this particular educational context as a specific question of educational communicatio

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Gilbride-Brown, Jennifer Kara. "(E)racing service-learning as critical pedagogy "race matters" /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1226014242.

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28

Kamano, Naoto. "Cosmology and character : Qohelet's pedagogy from rhetorical-critical perspective /." Berlin ; New York : W. De Gruyter, 2002. http://catalogue.bnf.fr/ark:/12148/cb390516178.

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29

Carbone, Paula M. "Investigating a critical writing pedagogy implications for classroom practice /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1925780911&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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30

Culver, K. C. "Critical being for pedagogy and social transformation: radically reimagining critical thinking in higher education." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6930.

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This dissertation explores the potential for higher education to promote the development of critical being among diverse students, including three studies that employ critical quantitative approaches. The first chapter proposes critical being as an alternative to critical thinking that better reflects the purposes of higher education for the public good. In Chapter Two, I create a survey-based instrument measuring critical being, including three factors that are theoretically grounded in the work of Barnett (1997) and Davies (2015). Chapter Three examines the relationship between specific inst

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Carruthers, Jean Catherine. "Performance as a platform for critical pedagogy in social work education." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/205094/1/Jean_Carruthers_Thesis.pdf.

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The aim of this research is to discover whether and how 'critical performance pedagogy' (CPP) is a strategy for students to think critically about the ways they link theory and practice in social work using theatrical performance as a platform. Using critical thematic and critical discourse analysis of qualitative interviews, video recorded performances and corresponding texts, this research has uncovered the various ways CPP supports critical and collaborative engagement in social work. The research indicates, students initially develop social and political analysis, make relevant links betwe

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Snyder, Todd D. "The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012.

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Hudson, David James. "On Critical Librarianship & Pedagogies of the Practical." The University of Arizona, 2016. http://hdl.handle.net/10150/612654.

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34

Lenart, Joshua Bela. "Burdens and Blessings heuristic pedagogy for the rhetorical endeavor in composition /." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/lenart/LenartJ0505.pdf.

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35

Saul, Melissa Sampson. "Peace education in the context of occupation." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Fall2009/m_saul_120709.pdf.

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Thesis (Ph. D.)--Washington State University, December 2009.<br>Title from PDF title page (viewed on Jan. 22, 2010). "Department of Teaching and Learning." Includes bibliographical references (p. 234-245).

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Camangian, Patrick. "Teaching like our lives matter critical pedagogy and classroom research /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026666421&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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37

Mencke, Paul D. "Responding to critical pedagogy marginalized students and the college classroom /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/P_Mencke_042010.pdf.

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Thesis (Ph. D.)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 30, 2010). "Department of Teaching and Learning." Includes bibliographical references (p. 145-156).

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Dong, Yanning. "Critical thinking in second language writing : concept, theory and pedagogy." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54984.

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Recognizing the reciprocal connection between critical thinking (CT) and writing, many second language (L2) instructors attempt to infuse CT in their writing classrooms but encounter great challenges due to the fact that teaching CT in a specific subject requires a “substantial reconstruction of a teacher’s model of how to teach a discipline” (Nosich, 2005, p. 65). To facilitate this reconstruction, this study is designed to provide the needed conceptual, theoretical and pedagogical supports. Based on a clarification of the concept of CT in L2 writing and the establishment of a theoretical fra

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MejiÌa, Jorge AndreÌs. "A critical systematic framework for studying knowledge imposition in pedagogy." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397889.

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Dares, Jasmine. ""Poetry out of poison" : exploring rap music as critical pedagogy." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44966.

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How to create learning experiences that are more relevant and empowering for young people is an ongoing issue for educators, youth workers, parents, social scientists, and students. Critical pedagogical theorists have identified gaps in formal education which limit the possibilities for critical thinking and student-centredness (Ibrahim, 2004; Low, 2007, 2011; McLaren, 1997). While many of these studies have been conducted in classroom settings, this study focuses on what can be learned from youth programs that were collaboratively developed by program directors and rap artists in community or

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Marr, Vanessa L. "Growing 'homeplace' in critical service-learning| An urban womanist pedagogy." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616706.

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<p> This dissertation explores the role of critical service-learning from the perspective of urban community members. Specifically, it examines the counternarratives produced by Black women community gardeners who engage in academic service-learning with postsecondary faculty. The study focuses on this particular group because of the women's deep involvement with grassroots organizing that reflects their sense of self and other community members, as well as their personal and political relationships to Detroit, Michigan. Given the city's economic disparities rooted in racial segregation, struc

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Clarke, Julia. "Deconstructing domestication : women's experience and the goals of critical pedagogy." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246258.

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43

Hussien, Suhailah. "Towards the Islamisation of critical pedagogy : a Malaysian case study." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/4215/.

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The starting point for this thesis is the crisis in Muslim education in Malaysia and the response to the crisis suggested by the 'Islamisation of Knowledge' project. It seeks to contribute to this project by analysing its epistemological and methodological problems. On the basis of this analysis, the thesis seeks to ascertain whether an Islamised critical pedagogy can offer a more adequate resolution to the 'crisis'. In order to achieve this, the thesis is divided into two parts. The first part examines the history, causes and effects of the 'crisis' and highlights the effort of some Muslim sc

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Behari, Kasturi. "Literature education for transformation : a critical pedagogy for literature teaching." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19575.

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Bibliography: pages 115-119.<br>As the new South African national ethos is borne, education assumes the inenviable role of reconciliator and liberator amidst the programme of the redressing of past imbalances. Stakeholders everywhere are looking to the field of education for national reconstruction and nation building through the development of young minds into productive, active and creative citizens. Indeed, the responsibility that education bears is a moral one. The broad field of this dissertation identifies Literature Education as a tool for transformation within the specific context of p

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Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.

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Matzke, Aurora. "Distributed (Un)Certainty: Critical Pedagogy, Wise Crowds, and Feminist Disruption." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1322325613.

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Klaf, Suzanna. "THE CRITICAL GEOGRAPHIES OF EDUCATIONAL REFORM: POLICY, POWER, AND PEDAGOGY." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245182970.

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Croll, Joshua Eric. "CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS." Master's thesis, Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/203440.

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Urban Education<br>Ed.M.<br>This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking

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Ryan, Mary Elizabeth. "Critical Pedagogy and Youth: Accounts of Enactment in Multiliterate Culture." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/365869.

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Curriculum and policy documents in Australia, and specifically Queensland, are underpinned by a socially critical agenda which foregrounds the principles of active participation and social justice. The implementation of these curricula requires teachers to employ the methods and approaches of critical pedagogy. What is in question is the capacity of such pedagogical and curriculum approaches to be genuinely transformative such that young people lead lives where social justice and social betterment are paramount. This study seeks to understand the extent to which young people are prepared to in

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Muhlhauser, Mike. "Pedagogy of disease re-envisioning critical pedagogy for economically-privileged students in the first year composition classroom /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0012124.

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