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Articles de revues sur le sujet « Critical pedagogy »

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Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 9 mars 2023

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1

Kopnina, Helen. « Critical pedagogy ». Studier i Pædagogisk Filosofi 8, n^o 1 (18 février 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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2

McLaren, Peter. « Critical Pedagogy ». Teaching Education 9, n^o 2 (janvier 1998) : 37–38. http://dx.doi.org/10.1080/10476210.1998.10335492.

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Mclaren, Peter. « Critical Pedagogy ». Teaching Education 9, n^o 1 (juin 1997) : 1. http://dx.doi.org/10.1080/1047621970090101.

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4

Roy, Alice, Anne DiPardo, Eleanor Kutz, Suzy Q. Groden, Vivian Zamel, Colin Lankshear et Peter L. McLaren. « Critical Literacy, Critical Pedagogy ». College English 56, n^o 6 (octobre 1994) : 693. http://dx.doi.org/10.2307/378317.

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5

홍은영. « Is critical pedagogy self-critical ? » Korean Journal of Philosophy of Education 34, n^o 1 (mars 2012) : 205–27. http://dx.doi.org/10.15754/jkpe.2012.34.1.010.

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6

Crocco, Francesco. « Critical Gaming Pedagogy ». Radical Teacher, n^o 91 (11 septembre 2011) : 26–41. http://dx.doi.org/10.5406/radicalteacher.91.0026.

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Avery, Jon. « Critical Thinking Pedagogy ». Inquiry : Critical Thinking Across the Disciplines 14, n^o 1 (1994) : 49–57. http://dx.doi.org/10.5840/inquiryctnews199414112.

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8

Deanna L., Fassett, et Warren John T. « Critical Communication Pedagogy ». Southern Communication Journal 72, n^o 3 (13 août 2007) : 304–7. http://dx.doi.org/10.1080/10417940701533732.

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9

Alsup, Janet. « Contextualizing Critical Pedagogy ». Pedagogy 1, n^o 2 (1 avril 2001) : 429–34. http://dx.doi.org/10.1215/15314200-1-2-429.

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10

Lam, K. D. « Relocating Critical Pedagogy ». Radical History Review 2008, n^o 102 (1 octobre 2008) : 12–14. http://dx.doi.org/10.1215/01636545-2008-003.

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11

Borsheim-Black, Carlin, Michael Macaluso et Robert Petrone. « Critical Literature Pedagogy ». Journal of Adolescent & ; Adult Literacy 58, n^o 2 (16 août 2014) : 123–33. http://dx.doi.org/10.1002/jaal.323.

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12

Yates, Lyn. « Feminist Pedagogy Meets Critical Pedagogy Meets Poststructuralism ». British Journal of Sociology of Education 15, n^o 3 (janvier 1994) : 429–37. http://dx.doi.org/10.1080/0142569940150309.

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13

Ribeiro, Márden De Pádua. « Por uma pedagogia crítica (By a critical pedagogy) ». Crítica Educativa 2, n^o 2 (13 février 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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14

Clark, Lauren B. « Critical pedagogy in the university : Can a lecture be critical pedagogy ? » Policy Futures in Education 16, n^o 8 (25 juillet 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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15

Khasri, M. Rodinal Khair. « Liberating People ; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi ». Nadwa 1, n^o 1 (29 août 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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16

Aslan Tutak, Fatma, Elizabeth Bondy et Thomasenia L. Adams. « Critical pedagogy for critical mathematics education ». International Journal of Mathematical Education in Science and Technology 42, n^o 1 (15 janvier 2011) : 65–74. http://dx.doi.org/10.1080/0020739x.2010.510221.

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17

Guilherme, Alexandre. « What is critical about critical pedagogy ? » Policy Futures in Education 15, n^o 1 (janvier 2017) : 3–5. http://dx.doi.org/10.1177/1478210317696357.

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18

Fitzpatrick, Katie, et Darren Powell. « CRITICAL PEDAGOGY AND NEOLIBERALISM ». Movimento (ESEFID/UFRGS) 25 (15 novembre 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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19

Smith, Amanda E. « Critical Narrative as Pedagogy ». Journal for Peace and Justice Studies 25, n^o 1 (2015) : 105–10. http://dx.doi.org/10.5840/peacejustice20152515.

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20

Smith, Amanda E. « Critical Narrative as Pedagogy ». Journal for Peace and Justice Studies 26, n^o 1 (2016) : 91–96. http://dx.doi.org/10.5840/peacejustice20162614.

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21

Carter, Don. « Critical narrative as pedagogy ». Studies in Continuing Education 41, n^o 1 (4 octobre 2017) : 129–30. http://dx.doi.org/10.1080/0158037x.2017.1384621.

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22

el-Malik, Shiera S. « Critical pedagogy as interruptingThingification ». Critical Studies on Security 1, n^o 3 (novembre 2013) : 361–64. http://dx.doi.org/10.1080/21624887.2013.850230.

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23

Allen, Ricky Lee. « Whiteness and Critical Pedagogy ». Educational Philosophy and Theory 36, n^o 2 (janvier 2004) : 121–36. http://dx.doi.org/10.1111/j.1469-5812.2004.00056.x.

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24

Tamas, Peter. « The critical pedagogy reader ». International Journal of Educational Development 24, n^o 2 (mars 2004) : 224–25. http://dx.doi.org/10.1016/j.ijedudev.2003.11.004.

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25

Hayes, D. « Against critical thinking pedagogy ». Arts and Humanities in Higher Education 14, n^o 4 (25 juin 2015) : 318–28. http://dx.doi.org/10.1177/1474022215592248.

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26

Neumann, Jacob W. « CRITICAL PEDAGOGY AND FAITH ». Educational Theory 61, n^o 5 (20 septembre 2011) : 601–19. http://dx.doi.org/10.1111/j.1741-5446.2011.00423.x.

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27

Gounari, Panayota, Jeremiah Morelock et Felipe Ziotti Narita. « Critical pedagogy and beyond ». Cadernos CIMEAC 12, n^o 3 (26 décembre 2022) : 8–20. http://dx.doi.org/10.18554/cimeac.v12i3.6622.

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28

Stevenson, Robert B. « A critical pedagogy of place and the critical place(s) of pedagogy ». Environmental Education Research 14, n^o 3 (1 juin 2008) : 353–60. http://dx.doi.org/10.1080/13504620802190727.

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29

Aksakallı, Ayhan. « The Educational Beliefs of Teachers about Critical Pedagogy ». Journal of Qualitative Research in Education 7, n^o 2 (30 avril 2019) : 1–23. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.2s.6m.

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30

Luitel, Bal Chandra, Niroj Dahal et Binod Prasad Pant. « Critical Pedagogy : Future and Hope ». Journal of Transformative Praxis 3, n^o 1 (30 mai 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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31

Brookfield, Stephen. « Putting the Critical Back into Critical Pedagogy ». Journal of Transformative Education 1, n^o 2 (avril 2003) : 141–49. http://dx.doi.org/10.1177/1541344603001002007.

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32

Shih, Yi-Huang. « Some Critical Thinking on Paulo Freire’s Critical Pedagogy and Its Educational Implications ». International Education Studies 11, n^o 9 (28 août 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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Zieliński, Paweł. « The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic ». Studia Edukacyjne, n^o 48 (15 avril 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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Utami, Ichwani Siti, et Adam Alfian. « KONSEP CRITICAL PEDAGOGY HENRY A. GIROUX ». Jurnal Pendidikan Kewarganegaraan 4, n^o 2 (28 septembre 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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35

Bizzell, Patricia. « Power, Authority, and Critical Pedagogy ». Journal of Basic Writing 10, n^o 2 (1991) : 54–70. http://dx.doi.org/10.37514/jbw-j.1991.10.2.04.

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36

Kubota, Ryuko. « Critical antiracist pedagogy in ELT ». ELT Journal 75, n^o 3 (25 juin 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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37

Kumar, Manish. « Critical Pedagogy in English Classrooms ». Educational Quest- An International Journal of Education and Applied Social Sciences 6, n^o 2 (2015) : 91. http://dx.doi.org/10.5958/2230-7311.2015.00013.6.

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38

Jaramillo, Nathalia E., Peter McLaren et Fernando Lázaro. « A Critical Pedagogy of Recuperation ». Policy Futures in Education 9, n^o 6 (janvier 2011) : 747–58. http://dx.doi.org/10.2304/pfie.2011.9.6.747.

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39

Goldfarb, Brian. « Video Activism and Critical Pedagogy ». Afterimage 20, n^o 10 (1 mai 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, n^o 4 (1 novembre 1990) : 15–17. http://dx.doi.org/10.1525/aft.1990.18.4.15.

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41

Harrison, Faye V. « Towards a more Critical Pedagogy ». Transforming Anthropology 1, n^o 1 (janvier 1990) : 18–21. http://dx.doi.org/10.1525/tran.1990.1.1.18.

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Livesay, J. Michael, et David W. Livingstone. « Critical Pedagogy and Cultural Power. » Contemporary Sociology 17, n^o 3 (mai 1988) : 409. http://dx.doi.org/10.2307/2069697.

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43

Recchio, Thomas E., Derek Owens, Karen Fitts, Alan W. France et Judith Goleman. « Some Versions of Critical Pedagogy ». College English 58, n^o 7 (novembre 1996) : 845. http://dx.doi.org/10.2307/378421.

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Kirsch, Gesa E., Carmen Luke, Jennifer Gore, Sue Middleton et Magda Gere Lewis. « Feminist Critical Pedagogy and Composition ». College English 57, n^o 6 (octobre 1995) : 723. http://dx.doi.org/10.2307/378579.

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45

Bernstein, George. « Paulo Freire and Critical Pedagogy ». Inquiry : Critical Thinking Across the Disciplines 6, n^o 2 (1990) : 12–15. http://dx.doi.org/10.5840/inquiryctnews199062112.

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Conley, John J. « A Critical Pedagogy of Virtue ». Inquiry : Critical Thinking Across the Disciplines 8, n^o 4 (1991) : 9–10. http://dx.doi.org/10.5840/inquiryctnews1991843.

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47

Johnson, Stephen M. « Critical Pedagogy and Civic Ideals ». Thinking : The Journal of Philosophy for Children 13, n^o 3 (1997) : 17–21. http://dx.doi.org/10.5840/thinking19971334.

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48

Sandars, John. « When I say … critical pedagogy ». Medical Education 51, n^o 4 (25 novembre 2016) : 351–52. http://dx.doi.org/10.1111/medu.13150.

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49

Olson, Gary A., James A. Berlin, Judith Goleman, James Sledd et Richard D. Freed. « Critical Pedagogy and Composition Scholarship ». College Composition and Communication 48, n^o 2 (mai 1997) : 297. http://dx.doi.org/10.2307/358677.

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50

Crysler, C. Greig. « Critical Pedagogy and Architectural Education ». Journal of Architectural Education (1984-) 48, n^o 4 (mai 1995) : 208. http://dx.doi.org/10.2307/1425383.

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