Дисертації: "Critical pedagogy"

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 sought to uncover in the study. What do adult educators do that enables them and the learners to act upon the world? The study found that the practice which aimed to develop critical consciousness comprised a wide variety of methods, 'really useful methods', which engaged learners, motivating them to think critically, to discuss and to question. That was a way to create the environment for acting upon the work.

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. When this manifests as passive resistance, introducing sociological questions concerning notions of identity, privilege and racism can become difficult. My journal writing, using a Describe, Reflect and Act sequence on significant teaching incidents, examined how I acted towards students. This process helped me ascertain what scope there is for becoming a more effective facilitator of learning under difficult and challenging circumstances. Further research analysis incorporated a fourth ‘Reconstruct’ stage of Critical Reflective Practice within the sequence and this allowed me to further analyse my research data within a research methodology. Critical theorising and journaling is the methodology I used because it motions educators to become better practitioners through reflective practice. The contribution of this study to educational research is such that teachers will recognise that by understanding, reflecting and acting in certain critical situations they have the power to change the awareness of students. They also may learn that to be effective in certain educational settings, teachers will have to develop more trusting relationships with students and engage in deeper dialogues about social justice. The major finding locates critical narrative, action research and critical thinking within reach of practitioners because it joins theory with the practices of good teaching.

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 ask three primary research questions: (1) What are the influential areas of study in the academy that have shaped our contemporary understanding of dyslexia? (2) What is a dyslexic way of knowing and writing? How can we make our classrooms more accessible? And (3) What can we learn about the educational institution from a dyslexic positionality? After reviewing the literature on dyslexia from the areas of special education, disability studies in education, critical communication pedagogy, and crip theory, I identify that dyslexia tends to be object of study, and very few people who identify as dyslexic are writing about dyslexia. The dyslexic scholar is rendered invisible. An undergirding principle of this dissertation is that dyslexia becomes visible only through communication: the miss-reading of a sign, a miss-spelled word, a misunderstood text, mistakes. If we come to know the world through writing and communication, then the “mistakes” that are common to dyslexia are actually another way of knowing the world, a legitimate way of knowing. Through performative writing, I articulate a dyslexic way of knowing, and show how this way of knowing can help us rethink course design and classroom communication. I also offer course design strategies that aim to disrupt ritualized educational practices, subvert scriptocentricism, embrace universal design for learning, and promote personalized education. In the process, I legitimize a dyslexic way of know, and by effect, legitimize dyslexia.

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 via internetbaserade söktjänster och därefter bearbetats, kategoriserats och analyserats. Urvalet består av doktorsavhandlingar och tidskriftsartiklar. Resultatet visar att elever idag många gånger blir undervisade i hur de ska tänka, de är vana vid att få tankar och idéer undervisade och ges inte lika mycket tid till egen reflektion. I dagens samhälle finns det ett behov av att skapa egna tanka och åsikter och tankar om skeenden i vår omgivning. Det framkommer också att elever kan utveckla förmågor som att skapa en egen åsikt, bli medvetna om den aktuella kontext som diskuteras, samt lära sig hur man tillsammans kan läsa och diskutera problem. Studiens slutsats är: Genom att ha ett critical literacy-perspektiv i undervisning ges eleverna en möjlighet att lära sig analysera, värdera och kritiska granska det stora informationsflöde de kommer möta genom livet.

11

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 Macedo, a media literacy approach to education will be introduced which aims to empower youth by enabling them to critically examine the media designed for their consumption.
Principalement fondée par le travail de George Gerber, mais aussi présente dans celui de d'autres théoriciens médiatiques incluant John Berger, Roland Barthes et Michael Hoechsmann, cette thèse a pour but d'explorer le concept des médias comme pédagogie publique. Fondé sur ces théories, une analyse approfondie des publicités produites par les fournisseurs de produits en téléphonie mobiles et leurs effets sur la jeune génération dans le cadre du nouveau phénomène de cyber intimidation sera examinée.Ensuite, par l'entremise de travaux et d'écrits de pédagogues critiques tels que Paulo Freire, Henry Giroux, Shirley Steinberg, Joe Kincheloe et Donaldo Macedo, une approche d'éducation médiatique sera présentée, ce qui a pour but de donner plus de pouvoir aux jeunes en leur permettant d'examiner d'une façon critique les médias conçus de leur consommation.

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.
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.

16

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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Анотація:

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, specifically those related to scene-act, agent-purpose, and act-agent. However, these contradictions, inherent in the very nature of critical pedagogy, seem to defy Burke?s pentad. Without inconsistencies between critical pedagogy, its purpose, its agents, and the broader scene in which it operates, the impetus for the enactment of critical pedagogy would not be present. Therefore, instead of seeking to deny or eradicate contradiction, critical theorists and educators need to make use of it in their own philosophies and practices. Because both critical educators and their students should confront and grapple with these contradictions in critical practice, the apparent flaws in critical pedagogy can actually encourage the critical consciousness that is the goal of the enterprise.

19

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 suggesting how teachers of composition might use autoethnography as a way of doing critical work.

20

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)
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 dados foram coletados a partir de materiais produzidos pelos participantes, observações dos encontros, questionários e entrevistas, sendo estes examinados por meio da Análise de Conteúdo. Os dados obtidos foram organizados em quatro eixos temáticos: Fontes de (in)formação, Teorias críticas e PHC, Conhecimentos sobre a PHC e Ensino de Ciências e PHC. Pela análise dos dados, verifica-se que o conhecimento das professoras é limitado, especialmente em relação às bases e para a PHC e que o ensino de Ciências é pouco articulado a essa perspectiva. Os professores demonstram que conhecem alguns principios da teoria e indicam a necessidade de aprofundamento teórico. Discutiu-se a necessidade de domínio teórico dessa teoria pelos professores e a formação como via para este processo
This study aimed to analyze the knowledge of a teachers group on Historical Critical Pedagogy (HCP) and its joints with the science teaching in the initial grades. Therefore, it was designed and developed a continuing education course for teachers of a municipal school from Bauru. The data were collected from material produced by the participants, observations of meetings, questionnaires and interviews, which are examined through Content Analysis. The data were organized into four themes: (In) formation sources, Critical Theories and HCP, Knowledge of HCP and HCP Science and Education. For the data analysis, it appears that the knowledge of teachers is limited, especially with regard to the bases from and to the HCP and the Science education is poorly articuled in this perspective. The teachers demonstrate that kwnow some principles of the theory and they indicate the need for theoretical study. We have discussed the need to theoretical domain of this theory by teachers and training as way for this process

21

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 knowledge production to expand and explore subjugated knowledges. What is at stake is developing strategies that may be cultivated and documented as critical pedagogical tools that work toward collective imaginings of resistance.

23

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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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 settings to increase students' awareness about the societal constructs and issues in their communities that may affect them. Student access to Hip-hop based instructional methods, however, have been limited and virtually absent from elementary education settings. However the consumption of Hip-hop culture persists in urban communities worldwide. This qualitative study implemented a Hip-hop emergent-based curriculum in an elementary school setting, closely documenting the perceptions and responses to the curriculum by four young males students of color. The study consisted of five consecutive classroom sessions, in which the curriculum and dialogue focused on different expressions of Hip-hop culture. Student viewpoints were logged daily in focus groups and the data that emerged from the sessions and focus groups informed the emergent curriculum. Graffiti became the Hip-hop element of focus chosen for deeper exploration by the participants in this study. The study revealed a number of findings that point to the potential value of an emergent Hip-hop curriculum with elementary male students of color.

24

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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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 surveys, interviews, and focus groups—this thesis demonstrates the ways in which educators in an elementary school in Albuquerque, New Mexico develop a personal sense of place. It also asks how an educator’s understanding of place is integrated into her or his teaching practices and addresses where there is room for place-based education principles in a wide range of classrooms. The findings of this study suggest that through relationships to place and people, young learners can develop a sense of belonging that drives a love of and responsibility for places on both local and global scales.

25

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 communication. a theorization of pedagogical action drawing from critical pedagogy, pragmatism, and communication studies termed “critical pragmatism” is offered as an effective, critical counter point to current neoliberal classroom practices in U.S. public secondary schools.

27

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 instructional practices associated with academic challenge and four-year growth in critical being among three racial and/or ethnic groups traditionally underrepresented in higher education: Black and African American students, Asian and Pacific Islander students, and Hispanic, Latinx and Chicano students. Chapter Four focuses on college instructors, exploring the relationship of individual, academic, and organizational factors with instructors’ emphasis of critical being in the classroom and their beliefs about students’ abilities and efforts. Finally, Chapter Five returns to the necessity for higher education to center critical being in order to equip students to be well-informed agents of social change. By bringing together the results of the three studies, this chapter also considers the implications of higher education for critical being, offers self-reflection on the implementation of critical quantitative approaches, and looks forward in making recommendations for future research.

31

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 between theory and practice (praxis) and foster skills in democratic leadership and social action.

32

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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33

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

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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36

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.
Title from PDF title page (viewed on June 30, 2010). "Department of Teaching and Learning." Includes bibliographical references (p. 145-156).

37

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 framework that draws insights from Skill Acquisition Theory and Constructivism, I developed a CT-oriented L2 writing approach that included both explicit CT instruction and CT-oriented writing activities. The effectiveness of this approach was evaluated in actual teaching practice that involved 44 second-year L2 undergraduates in a Chinese university. Employing a mixed method research design, the study involved a pre-study questionnaire survey, a quasi-experiment and a post-study interview. After the study, the participants’ pre-test and post-test CT and L2 writing scores were analyzed. The results of the statistical analyses indicate that the CT-oriented L2 writing approach was effective for improving students’ CT and L2 writing scores and that there was a significant high positive relationship (r=0.89, p<.01) between students’ CT and L2 writing scores. The analysis of the post-study interview and the participants’ essays and worksheets reveals that the CT-oriented L2 writing approach has facilitated students’ learning of both CT and L2 writing by connecting the abstract CT theories and practical interactive activities and naturally infusing the instruction of CT into that of L2 writing. The development of the CT-oriented brainstorming worksheet and peer review checklist, as well as the “criteria for evaluating CT in L2 writing” facilitated the teaching, learning and assessment of CT in L2 writing in the present study. Exploring the effectiveness of an approach to CT in L2 writing, the study provides pragmatic supports for L2 researchers and instructors who wish to cultivate their students to become not only proficient language users for effective written communication, but also independent critical thinkers for their life-long learning.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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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 organizations. Using qualitative interviews and drawing from cultural studies, this research engages the perspectives of five participants who are actively involved in the development and implementation of hip hop youth programs. The emergent themes from the interviews highlighted hip hop culture’s relationship with social justice and social contradictions. These findings support the claim that critical rap pedagogies provide young people with more relevant learning experiences and with greater possibilities to draw connections between their own experiences and the wider community leading to greater opportunities for agency and empowerment.

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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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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, structural violence and gender oppression, Detroit is a site of critical learning within a postindustrial/postcolonial context. This intersectionalist approach to service-learning is likened to bell hooks's concept of homeplace, a site of resistance created by Black women for the purposes of conducting anti-oppression work. Integrating community member interviews and the author's autoethnographic account to dialogically co-construct meaning, the study employs the womanist epistemological tenet of multivocality through connections to place, community, and activist praxis. Presenting Black female cultural expressions and life stories illustrated in the data, the study identifies holistic community-campus partnerships as those that emphasize environmental insight, cultural representation, reflexive relationships, and collective action. The dissertation has strong implications in service-learning research and practice, advancing an ethos of responsibility that provides a space for unheard voices to speak and for relationships among community members and academics to reflect a model based on solidarity as opposed to traditional paradigms centered on charity.

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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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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 scholars to resolve it through the Islamisation of Knowledge (10K) project. It then explores whether western critical pedagogy can contribute to the resolution of the 'crisis' by evaluating whether western critical pedagogy can be reconstructed from an Islamic perspective. In doing this, the thesis critically analyses the Islamic philosophy of education and redefines its core educational concepts. Then it provides an ideology-critique of the curriculum and pedagogy of the national education system generally, and Islamic education in Malaysia specifically. From these critiques, the thesis suggests a critical view of curriculum and pedagogy for Islamic education in Malaysia that could assist in achieving its aims. The second part of the thesis tries to assess whether this reconstructed critical pedagogy can be practised in the Malaysian classroom in order to achieve the ideals and values of Islamic education. In order to achieve this aim, the thesis conducts a case study to evaluate whether Habermas' 'Ideal Speech Situation' can be recreated in the Malaysian classroom and whether it can encourage students to become critical thinkers. It seeks to understand a murabbi's experience in practising Islamic critical pedagogy and his students' experiences of encountering his practice. It also explores the students' views and experiences of practising the murabbi's Islamic critical pedagogy in their own classrooms. The Case Study involves a murabbi (a lecturer who is teaching in a Teacher Education Programme in the International Islamic University, Malaysia) and four of his students who have experiences of teaching in Malaysian schools. The Case Study is based on a critical research methodology using the methods of critical discourse analysis and narrative inquiry. The analysis of the Case Study shows how the practice of an Islamic critical pedagogy can assist in resolving the crisis in the Muslim mind, and Islamic education through Islamic critique. The thesis reaches four main conclusions, which are: (i) it is possible to introduce and practice Islamic critical pedagogy in a Malaysian classroom; (ii) there is resistance, which a murabbi needs to consider when practising in a classroom that is based on an instrumental view of education, such as a Malaysian classroom; (iii) Islamic critique can be viewed as the method of ideology-critique conducted from an Islamic perspective, which could be the basis for the practice of ijtihad in Islamising knowledge; and (iv) the reconstructed critical pedagogy from an Islamic perspective should be viewed as' an . Islamisation of critical pedagogy due to two of its key concepts, namely 'emancipatory knowledge' and the method of 'ideology-critique' (Islamic critique) that are based on the concepts of Islamic education.

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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.
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 present post-apartheid South Africa. A paradigmatic analysis of literature teaching is provided to establish a theoretical framework for teachers to critically appreciate the underpinnings of their methodological practice, within which to locate their current literature teaching trends. Making a paradigmatic shift in literature teaching implies a change in our beliefs concerning knowledge and meaning; power and authority and learning and teaching in society. The thesis posits that Literature Education must necessarily be located within a critical paradigm of teaching, so that as a critical pedagogy, it may facilitate the self and social transformation of pupils and practitioners alike. Within the critical paradigm of literature teaching, reading is reconceptualised as an interactive process between reader and text. The reader's status is elevated to meaning-maker, without whom the act of reading would be void. Adequate literary theory is advanced on Schema Theory as a model of reading analyses of a reader's or pupil's Personal-Mental Schemata. The theory of Additive Schemata is proposed as the means to effect the transformation in pupils through Schema Refreshment or Schema Alteration. The critical teacher using Additive Schemata inputs, is in a position to maximise the potential that the learner has for transformation. Transformation, however is not guaranteed as it depends on a variety of factors such as a learner's flexibility, logical reasoning and a need to be transformed. In order to validate this proposal a research project was conducted in an English Literature class, the dynamics of which are detailed in Chapter Three in their entirety. The findings reveal that Additive Schemata have a positive influence on a learner's personal-mental Schemata leading in most cases to a transformation within pupils who engaged critically with the Additive Schemata approach. The research acknowledges that a learner's point of entry is not the same as the point of departure within the Additive Schemata approach. Learners are not being introduced to a new moral order; the Additive Schemata offers learner's a new moral choice. In so doing, literature teaching, following the Additive schemata approach, embodies the central tenets of a critical pedagogy offering pupils a process that is self-liberating and socially empowering.

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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
Ed.M.
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; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools.
Temple University--Theses

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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 invest in such principles when they are part of a choice generation, with its focus on lifestyle and consumerism. The study focuses on the accounts of a group of high school students for whom emancipation is not a key issue. These accounts are contextualised within the broader social discourses that influence the choices made by these young people. The discourse worlds that are evident in their accounts include youth culture, schooling and broader society. These discourse worlds have been captured as instances by using the participants’ multimodal texts as prompts for learning conversations, semi-structured interviews and focus group interviews. They have been interpreted within a (critical) poststructuralist framework, whereby the transformative possibilities of critical theory could be utilised, viewed through a poststructural lens. The key analytical foci involve the processes of subjectification, and the role of power and hegemony in the heteroglossic lives of these young people. The data were analysed using an approach that is informed by the tradition of critical discourse analysis (CDA). This is a multidisciplinary approach that enables critical engagement with questions of power and subjectivity, while at the same time paying close attention to the specificity of text. The study illuminates the negotiations of these young people as they traverse the complex terrain of their worlds which comprise competing and contradictory discourses of youth, schooling and society. The visual metaphor of a kaleidoscope has been used to (re)present the multifarious nature of both the study itself, and the worlds of the youth participants. The findings from this study indicate that these young people show evidence of achieving the socially critical outcomes which are embedded in their school programs. However, their accounts show little evidence of transforming such outcomes into everyday practices or performances of emancipatory participation. Contradictions in the discourses of schooling have been made visible through the findings in this study. It is concluded that even though schools (as illustrated at the site of this study) may underpin their curriculum with the ideals of active participation for social change; other more potent neo-liberal discourses negate such ideals in the enactment of such programs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Faculty of Education
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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.
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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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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