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Zeitschriftenartikel zum Thema „Critical pedagogy“

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Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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1

Syabarrudin, Agus, Imamudin Imamudin und Marlina Saptariana. „CRITICAL PEDAGOGY IN THE DIGITAL ERA“. JURNAL EDUSCIENCE 10, Nr. 1 (15.04.2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.

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In the 4.0 industrial revolution, the world of education has taken advantage of developing technology. In this case, pedagogy which is the science of educating, play an important role. Therefore, this study was conducted to find out more about role of pedagogy. This research was conducted through literature review research methods. In fact, in this digital era, there is a gap. Namely that students are more adept at adapting technology compared to educators, this is what makes educators have to study, master, and adapt technology, especially in the teaching and learning process takes place while understanding students in this era. Critical pedagogy will develop and apply critical theoretical concepts in education and cultural studies. Critical pedagogy aims to help students lead meaningful lives by maximizing insight and developing moral sensitivy in applying social conditions in Indonesia and developing their thinking towards open, fair, and free social change. Critical pedagogy has an attempt to reduce the tendency of authoritarian education. Critical pedagogy is also considered to have a profound impact on democratic progress in this country because it can encourage its citizens to think critically, have board insight, make judgements, and take responsibility for their actions. Keyword: Critical pedagogy, Digital Era, Indonesia. AbstrakPada revolusi industri 4.0, dunia pendidikan telah memanfaatkan teknologi yang berkembang. Dalam hal ini, pedagogik yang merupakan ilmu mendidik pasti ikut berperan penting. Oleh karena itu, penelitian ini dilakukan untuk mengetahui lebih lanjut mengenai peran pedagogik. Penelitian ini dilakukan melalui metode penelitian tinjauan pustaka. Nyatanya, pada era digital ini terdapat kesenjangan, yaitu para peserta didik sudah lebih mahir mengadaptasi teknologi dibandingkan dengan para tenaga pendidik, hal inilah yang membuat tenaga pendidik harus lebih mempelajari, menguasai, dan mengadaptasi teknologi khususnya dalam proses belajar mengajar berlangsung sembari memahami para peserta didik di era ini. Pedagogi kritis akan mengembangkan serta menerapkan konsep teori kritis dalam pendidikan dan studi budaya. Pedagogi kritis bertujuan membantu peserta didik menjalankan hidup yang bermakna dengan memaksimalkan wawasan dan mengembangkan kepekaan moral dalam menerapkan keadaan sosial di Indonesia dan akan mengembangkan pemikirannya terhadap perubahan sosial yang terbuka, adil, dan bebas. Pedagogi kritis memiliki upaya untuk mengurangi kecenderungan pendidikan otoriter. Pedagogi kritis juga dianggap sangat berdampak pada kemajuan berdemokrasi di negara ini karena dapat mendorong warga negaranya untuk berpikir kritis, berwawasan luas, membuat penilaian, dan bertanggung jawab atas tindakannya. Kata Kunci: Pedagogik kritis, Era digital, Indonesia
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Kopnina, Helen. „Critical pedagogy“. Studier i Pædagogisk Filosofi 8, Nr. 1 (18.02.2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.
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3

McLaren, Peter. „Critical Pedagogy“. Teaching Education 9, Nr. 2 (Januar 1998): 37–38. http://dx.doi.org/10.1080/10476210.1998.10335492.

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Mclaren, Peter. „Critical Pedagogy“. Teaching Education 9, Nr. 1 (Juni 1997): 1. http://dx.doi.org/10.1080/1047621970090101.

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Roy, Alice, Anne DiPardo, Eleanor Kutz, Suzy Q. Groden, Vivian Zamel, Colin Lankshear und Peter L. McLaren. „Critical Literacy, Critical Pedagogy“. College English 56, Nr. 6 (Oktober 1994): 693. http://dx.doi.org/10.2307/378317.

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6

Waliyadin, Waliyadin, Zaharil Anasy und Desi Nahartini. „EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS“. IJEE (Indonesian Journal of English Education) 10, Nr. 1 (27.07.2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.

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ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed that teachers’ understanding of critical pedagogy is not explicitly stated by defining or explaining the notion of critical pedagogy. However, some stages and components of critical pedagogy can be identified, showing that to a certain degree the teachers implement critical pedagogy in their reading classes.ABSTRAKBerdasarkan premis pedagogi kritis Freire (1971) yang menyatakan bahwa pendidikan harus berdampak pada perubahan sosial dan membaca kata-kata harus diikuti dengan membaca dunia, penelitian ini mengeksplorasi pengalaman guru bahasa Inggris yang mengajar membaca bahasa Inggris dengan pendekatan pedagogi kritis. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus sebagai desain penelitian untuk menggali lebih dalam tentang perspektif guru. Data dikumpulkan melalui wawancara mendalam dengan empat dosen dan dianalisis mengikuti analisis tematik Braun dan Clarke (2006). Penelitian ini mengungkapkan bahwa pemahaman guru tentang pedagogi kritis tidak dinyatakan secara eksplisit dengan mendefinisikan atau menjelaskan pengertian pedagogi kritis. Akan tetapi beberapa tahapan dan komponen pedagogi kritis dapat diidentifikasi yang menunjukkan bahwa guru pada taraf tertentu menerapkan pedagogi kritis di kelas membaca.How to Cite: Waliyadin, Anasy, Z., Nahartini, D. (2023). Exploring Teacher Educators’ Understanding of Critical Pedagogy and its Implementation in the English Reading Class. IJEE (Indonesian Journal of English Education), 10(1), 182-206. doi:10.15408/ijee.v10i1.31894
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홍은영. „Is critical pedagogy self-critical?“ Korean Journal of Philosophy of Education 34, Nr. 1 (März 2012): 205–27. http://dx.doi.org/10.15754/jkpe.2012.34.1.010.

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8

Crocco, Francesco. „Critical Gaming Pedagogy“. Radical Teacher, Nr. 91 (11.09.2011): 26–41. http://dx.doi.org/10.5406/radicalteacher.91.0026.

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9

Avery, Jon. „Critical Thinking Pedagogy“. Inquiry: Critical Thinking Across the Disciplines 14, Nr. 1 (1994): 49–57. http://dx.doi.org/10.5840/inquiryctnews199414112.

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Deanna L., Fassett, und Warren John T. „Critical Communication Pedagogy“. Southern Communication Journal 72, Nr. 3 (13.08.2007): 304–7. http://dx.doi.org/10.1080/10417940701533732.

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Alsup, Janet. „Contextualizing Critical Pedagogy“. Pedagogy 1, Nr. 2 (01.04.2001): 429–34. http://dx.doi.org/10.1215/15314200-1-2-429.

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12

Lam, K. D. „Relocating Critical Pedagogy“. Radical History Review 2008, Nr. 102 (01.10.2008): 12–14. http://dx.doi.org/10.1215/01636545-2008-003.

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13

Borsheim-Black, Carlin, Michael Macaluso und Robert Petrone. „Critical Literature Pedagogy“. Journal of Adolescent & Adult Literacy 58, Nr. 2 (16.08.2014): 123–33. http://dx.doi.org/10.1002/jaal.323.

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Ribeiro, Márden De Pádua. „Por uma pedagogia crítica (By a critical pedagogy)“. Crítica Educativa 2, Nr. 2 (13.02.2017): 231. http://dx.doi.org/10.22476/revcted.v2i2.59.

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O artigo trata-se da defesa de uma concepção crítica de Pedagogia amparado, sobretudo, em McLaren (1997). Convida-se o leitor a uma reflexão acerca da Pedagogia crítica como uma alternativa possível ao campo da formação de professores. Ressalta-se a politização da educação como necessária a uma postura de luta constante pela transformação social. Entendendo a formação de professores como um campo em disputa, a Pedagogia crítica torna-se uma saída viável para o educador que se compromete com justiça social, em busca de menos desigualdade. Compromete-se, assim, com a lógica dos oprimidos, a favor do fim da condição de dominação, amparando-se em Freire (2013). O trabalho trata-se de uma reflexão teórica.
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Yates, Lyn. „Feminist Pedagogy Meets Critical Pedagogy Meets Poststructuralism“. British Journal of Sociology of Education 15, Nr. 3 (Januar 1994): 429–37. http://dx.doi.org/10.1080/0142569940150309.

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Khasri, M. Rodinal Khair. „Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi“. Nadwa 1, Nr. 1 (29.08.2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.

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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western cultural imperialism. <em>Second,</em> The critical pedagogy found in Hassan Hanafi's thoughts is a pedagogy that aims to eliminate the destructive nature caused by the one-dimensional view that results in educational disorientation from the true educational goal of liberating people.</pre><p> </p><p><strong>Abstrak</strong></p><pre>Artikel ini mempresentasikan hasil penelitian terhadap pemikiran revolusioner Hassan Hanafi sehingga ditemukan dimensi pedagogi kritisnya. Hassan Hanafi merupakan sosok pemikir Islam yang sangat baik di dalam membangun pemikiran-pemikiran fundamental di dalam konteks teologi pembebasan, serta yang paling terkenal ia sebut dengan istilah “Kiri Islam”. Penelitian ini termasuk dalam klasifikasi studi literatur dengan metode historis-faktual di dalam menganalisis dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. Hasil penelitian ini adalah pemahaman baru tentang dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. <em>Pertama,</em> dehumanisasi dalam konteks pendidikan adalah akibat dari pengaruh imperialisme budaya Barat.<em> Kedua</em>, pedagogi kritis Hasan Hanafi fokus pada upaya membangkitkan kesadaran eksistensial di tengah beragam permasalahan yang terjadi di masyarakat. Pedagogi kritis yang ditemukan di dalam pemikiran Hassan Hanafi merupakan pedagogi yang bertujuan untuk menghilangkan hal yang bersifat destruktif yang disebabkan oleh pandangan berdimensi-satu yang mengakibatkan disorientasi pendidikan dari tujuan pendidikan yang sesungguhnya yaitu memerdekakan manusia.</pre><p> </p>
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Clark, Lauren B. „Critical pedagogy in the university: Can a lecture be critical pedagogy?“ Policy Futures in Education 16, Nr. 8 (25.07.2018): 985–99. http://dx.doi.org/10.1177/1478210318787053.

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In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.
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Aslan Tutak, Fatma, Elizabeth Bondy und Thomasenia L. Adams. „Critical pedagogy for critical mathematics education“. International Journal of Mathematical Education in Science and Technology 42, Nr. 1 (15.01.2011): 65–74. http://dx.doi.org/10.1080/0020739x.2010.510221.

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Guilherme, Alexandre. „What is critical about critical pedagogy?“ Policy Futures in Education 15, Nr. 1 (Januar 2017): 3–5. http://dx.doi.org/10.1177/1478210317696357.

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Fitzpatrick, Katie, und Darren Powell. „CRITICAL PEDAGOGY AND NEOLIBERALISM“. Movimento (ESEFID/UFRGS) 25 (15.11.2019): e25065. http://dx.doi.org/10.22456/1982-8918.96638.

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Neste artigo, nós refletimos sobre as possibilidade e responsabilidades da pedagogia crítica em relação ao neoliberalismo e a Educação Física. Ao explorar essas ideias, nós também discutimos os problemas da definição, bem como o colapso e confusão de termos como pedagogia crítica, pesquisa crítica e saúde crítica e Educação Física, bem como a problemática posição do neoliberalismo nos estudos críticos. Embora exista um crescente corpo de pesquisas que iluminam as nuanças e onipresença das políticas e práticas neoliberais em HPE – tanto em contextos globais e em contextos sociais específicos – nós argumentamos que ainda existe mais trabalho a ser feito para identificar como o trabalho pedagógico crítico pode dirigir-se (ou ao menos tentar) aos efeitos do neoliberalismo. Ao fim, continua a existir o perigo de que a pedagogia crítica em tempos neoliberais possa transmitir, em vez de contestar, os piores efeitos da escolarização neoliberal e do neoliberalismo em saúde e Educação Física.
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Smith, Amanda E. „Critical Narrative as Pedagogy“. Journal for Peace and Justice Studies 25, Nr. 1 (2015): 105–10. http://dx.doi.org/10.5840/peacejustice20152515.

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Smith, Amanda E. „Critical Narrative as Pedagogy“. Journal for Peace and Justice Studies 26, Nr. 1 (2016): 91–96. http://dx.doi.org/10.5840/peacejustice20162614.

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Carter, Don. „Critical narrative as pedagogy“. Studies in Continuing Education 41, Nr. 1 (04.10.2017): 129–30. http://dx.doi.org/10.1080/0158037x.2017.1384621.

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el-Malik, Shiera S. „Critical pedagogy as interruptingThingification“. Critical Studies on Security 1, Nr. 3 (November 2013): 361–64. http://dx.doi.org/10.1080/21624887.2013.850230.

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Allen, Ricky Lee. „Whiteness and Critical Pedagogy“. Educational Philosophy and Theory 36, Nr. 2 (Januar 2004): 121–36. http://dx.doi.org/10.1111/j.1469-5812.2004.00056.x.

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Tamas, Peter. „The critical pedagogy reader“. International Journal of Educational Development 24, Nr. 2 (März 2004): 224–25. http://dx.doi.org/10.1016/j.ijedudev.2003.11.004.

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Hayes, D. „Against critical thinking pedagogy“. Arts and Humanities in Higher Education 14, Nr. 4 (25.06.2015): 318–28. http://dx.doi.org/10.1177/1474022215592248.

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Neumann, Jacob W. „CRITICAL PEDAGOGY AND FAITH“. Educational Theory 61, Nr. 5 (20.09.2011): 601–19. http://dx.doi.org/10.1111/j.1741-5446.2011.00423.x.

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Gounari, Panayota, Jeremiah Morelock und Felipe Ziotti Narita. „Critical pedagogy and beyond“. Cadernos CIMEAC 12, Nr. 3 (26.12.2022): 8–20. http://dx.doi.org/10.18554/cimeac.v12i3.6622.

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Stevenson, Robert B. „A critical pedagogy of place and the critical place(s) of pedagogy“. Environmental Education Research 14, Nr. 3 (01.06.2008): 353–60. http://dx.doi.org/10.1080/13504620802190727.

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Luitel, Bal Chandra, Niroj Dahal und Binod Prasad Pant. „Critical Pedagogy: Future and Hope“. Journal of Transformative Praxis 3, Nr. 1 (30.05.2022): 1–8. http://dx.doi.org/10.51474/jrtp.v3i1.599.

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Critical pedagogy is a pedagogical philosophy and social movement founded on the notion of critical social theories and paradigms. Critical pedagogy encompasses a wide range of topics, including future and hope. Whilst developing educational programs, implementing pedagogies, and responding to humanitarian crises, critical pedagogy becomes a basis for examining deep-seated values, beliefs and assumptions that might otherwise challenge empowering, equitable and socially just educational and social systems (Luitel & Dahal, 2020). Such a process is, without doubt, an important component of renewing education and culture. Politics is at the heart of critical pedagogy (McLaren & Leonard, 1993). Hence, in this editorial, we attempt to highlight critical pedagogy: future and hope of the Freirean concepts of critical pedagogy (1921-1997). Education as “Banking”, liberatory pedagogy, education is political, critical pedagogy is not Eidos, pedagogy of hope, critical reflection as/for conscientization, critical pedagogy in the classroom and research with people instead of research on people are some of the key ideas that are discussed in this editorial. Our editorial concludes with a brief summary of the original articles that are covered in this issue.
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Brookfield, Stephen. „Putting the Critical Back into Critical Pedagogy“. Journal of Transformative Education 1, Nr. 2 (April 2003): 141–49. http://dx.doi.org/10.1177/1541344603001002007.

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López Olivera, Silvio Fabian, und Lina María Martínez. „Critical Pedagogy: A Journey from Its Origins to Critical Pedagogy in Colombian Education“. Ciencia Latina Revista Científica Multidisciplinar 7, Nr. 5 (20.10.2023): 4170–84. http://dx.doi.org/10.37811/cl_rcm.v7i5.8021.

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A great revolution in the way teachers and educators see language teaching and learning, and its scope has started to gain weight in the last decades, all brought about by the extraordinary emerging research and theories to change this traditional view. Language teaching and learning have moved from the classroom settings, where the focus was just on what happens in the classroom, to more pressing matters, and now they aim to develop more than language skills (listening, speaking, reading, writing, and the like). Instead, they intent to develop critical thinking, critical and political consciousness, and social justice awareness through what some educators have called Critical Pedagogy (CP hereafter), which leads to the transformation of the individual, the learning environment, and society (Freire, 1970). What follows is by no means definite about Critical Pedagogy but an attempt to introduce and conceptualize the origin, definition, principles, view of teachers and learners, and the current situation of CP in Colombia and end it with our understanding of what has been presented throughout this paper, along with some general conclusions.
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Aksakallı, Ayhan. „The Educational Beliefs of Teachers about Critical Pedagogy“. Journal of Qualitative Research in Education 7, Nr. 2 (30.04.2019): 1–23. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.2s.6m.

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Zieliński, Paweł. „The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic“. Studia Edukacyjne, Nr. 48 (15.04.2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.

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The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowledge and freedom in the morality of a human being. There are also significant differences: Kant did not include to his pedagogy social, political and pluralistic questions, which are so important in postmodern pedagogy.
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Shih, Yi-Huang. „Some Critical Thinking on Paulo Freire’s Critical Pedagogy and Its Educational Implications“. International Education Studies 11, Nr. 9 (28.08.2018): 64. http://dx.doi.org/10.5539/ies.v11n9p64.

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Through critical interpretation, this paper aims to critically think about some points of Paulo Freire’s critical pedagogy and its educational implications. Firstly, this paper explores the influence of life experiences and the Frankfort School on the development of Freire’s critical pedagogy. Secondly, it aims to critically assess some points of Freire’s critical pedagogy, and illuminate their educational implications. The following points of his critical pedagogy are included: (1) education as the practice of freedom, and (2) dialogue, problem-posing education and conscientization. It is hoped that such an exploration can bring some inspiration to education, and benefit the development of education.
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Thelin, William H. „Understanding Problems in Critical Classrooms“. College Composition & Communication 57, Nr. 1 (01.09.2005): 114–41. http://dx.doi.org/10.58680/ccc20054014.

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Some scholarship suggests that critical pedagogy should be abandoned for more pragmatic goals. While the democratic and political sensibilities of critical pedagogy require more from the instructor, classrooms that on the surface do not appear to work in teaching students should not be seen as signs that the pedagogy is not worth the extra effort. The classroom experience recounted in this piece suggests that blundered implementation can function as an opportunity to advance knowledge and to understand the ongoing project of critical pedagogy, strengthening it even as we realize that critical pedagogy cannot look and feel like status quo teaching and still enact progressive goals.
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Utami, Ichwani Siti, und Adam Alfian. „KONSEP CRITICAL PEDAGOGY HENRY A. GIROUX“. Jurnal Pendidikan Kewarganegaraan 4, Nr. 2 (28.09.2017): 145. http://dx.doi.org/10.32493/jpkn.v4i2.y2017.p145-154.

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This article to discuss the critical pedagogy Henry A. Giroux, trough a philosophical-historical approach with the type of literature study. Giroux is one of the thinkers as well as developing critical pedagogy, the author tries to describe the concept of critical pedagogy Henry A. Giroux in some of his works. Critical pedagogy is not the new discourse in the scientific field of education in Indonesian, but the authors consider it necessary to reintroduce the concept of critical pedagogy, especially for those who focus on critical theory studies that have been developed by Frankfurt School. And describes the discourse of implementation of critical pedagogy for the advancement of Indonesian education.
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Coelho, Allan Da Silva. „Legitimation theological of suffering as pedagogy: critical in Veena Das“. Educação 40, Nr. 1 (31.05.2017): 41. http://dx.doi.org/10.15448/1981-2582.2017.1.22628.

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understand the relationship that the Indian anthropologist Veena Das articulates between pedagogy and theodicies in social legitimacy of human suffering. How the theological legitimacy of suffering constitute pedagogic fundamentals of practices that educate the body and administer the sense of living in the framework of the capitalist ethos? For Das, a theodicy, as necessary suffering, displaced from the religious to the secular uses pain and suffering as a basis for Pedagogy. In Modernity, pain and suffering are played in the symbolic universe, the configuration and adherence to modern apitalist ethos, indicating the “way of being” normal as acceptance of a moral sense to the suffering and subordination in the face of laws and institutions. It is pedagogy for subalternizar, but not always resign. Sometimes in dispute of meanings, prepares a form of resistance facing the absurdity non-sense of pain.
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Bizzell, Patricia. „Power, Authority, and Critical Pedagogy“. Journal of Basic Writing 10, Nr. 2 (1991): 54–70. http://dx.doi.org/10.37514/jbw-j.1991.10.2.04.

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Kubota, Ryuko. „Critical antiracist pedagogy in ELT“. ELT Journal 75, Nr. 3 (25.06.2021): 237–46. http://dx.doi.org/10.1093/elt/ccab015.

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Abstract Antiracism constitutes an important component of social justice in ELT. Yet, discussing racism is often evaded, leaving the concept of racism inadequately understood. This article aims to illuminate racism and invite readers to engage in race-aware discourses and enact critical antiracism. I first outline key issues, including what race is, how race and language are related, and what different forms of racism exist. The complex nature of racism invites ELT professionals to engage in critical antiracist pedagogy, which requires de-essentializing, de-simplifying, de-silencing, and decolonizing antiracism. Critical antiracist pedagogy recognizes intersectionality, different forms of racism, the need for explicit discussion, and the privilege that settlers of color possess in settler colonialism, the latter of which indicates the need for forging solidarity among racialized groups. It also requires critical reflexivity of complicity and privilege involved in antiracist enactment. I provide pedagogical recommendations founded on a dialogic approach with situational ethics and reflexivity.1
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Kumar, Manish. „Critical Pedagogy in English Classrooms“. Educational Quest- An International Journal of Education and Applied Social Sciences 6, Nr. 2 (2015): 91. http://dx.doi.org/10.5958/2230-7311.2015.00013.6.

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Jaramillo, Nathalia E., Peter McLaren und Fernando Lázaro. „A Critical Pedagogy of Recuperation“. Policy Futures in Education 9, Nr. 6 (Januar 2011): 747–58. http://dx.doi.org/10.2304/pfie.2011.9.6.747.

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Goldfarb, Brian. „Video Activism and Critical Pedagogy“. Afterimage 20, Nr. 10 (01.05.1993): 4–8. http://dx.doi.org/10.1525/aft.1993.20.10.4.

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Trend, David. „Critical Pedagogy and Cultural Power“. Afterimage 18, Nr. 4 (01.11.1990): 15–17. http://dx.doi.org/10.1525/aft.1990.18.4.15.

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Harrison, Faye V. „Towards a more Critical Pedagogy“. Transforming Anthropology 1, Nr. 1 (Januar 1990): 18–21. http://dx.doi.org/10.1525/tran.1990.1.1.18.

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Livesay, J. Michael, und David W. Livingstone. „Critical Pedagogy and Cultural Power.“ Contemporary Sociology 17, Nr. 3 (Mai 1988): 409. http://dx.doi.org/10.2307/2069697.

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Recchio, Thomas E., Derek Owens, Karen Fitts, Alan W. France und Judith Goleman. „Some Versions of Critical Pedagogy“. College English 58, Nr. 7 (November 1996): 845. http://dx.doi.org/10.2307/378421.

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Kirsch, Gesa E., Carmen Luke, Jennifer Gore, Sue Middleton und Magda Gere Lewis. „Feminist Critical Pedagogy and Composition“. College English 57, Nr. 6 (Oktober 1995): 723. http://dx.doi.org/10.2307/378579.

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Bernstein, George. „Paulo Freire and Critical Pedagogy“. Inquiry: Critical Thinking Across the Disciplines 6, Nr. 2 (1990): 12–15. http://dx.doi.org/10.5840/inquiryctnews199062112.

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