Search results for 'Critical pedagogy' (try it on Scholar)

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  1. Mary Breunig (2009). Teaching For and About Critical Pedagogy in the Post-Secondary Classroom. Studies in Social Justice 3 (2):247-262.score: 90.0
    While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and (...)
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  2. Seehwa Cho (2010). Politics of Critical Pedagogy and New Social Movements. Educational Philosophy and Theory 42 (3):310-325.score: 75.0
  3. Stephen Vassallo (2013). Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. [REVIEW] Studies in Philosophy and Education 32 (6):563-580.score: 75.0
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  4. Tyson E. Lewis (2011). The Future of the Image in Critical Pedagogy. Studies in Philosophy and Education 30 (1):37-51.score: 75.0
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  5. Tyson Edward Lewis (2010). Paulo Freire's Last Laugh: Rethinking Critical Pedagogy's Funny Bone Through Jacques Rancière. Educational Philosophy and Theory 42 (5):635-648.score: 66.0
    In several enigmatic passages, Paulo Freire describes the pedagogy of the oppressed as a 'pedagogy of laughter'. The inclusion of laughter alongside problem-posing dialogue might strike some as ambiguous, considering that the global exploitation of the poor is no laughing matter. And yet, laughter seems to be an important aspect of the pedagogy of the oppressed. In this paper, I examine the role of laughter in Freire's critical pedagogy through a series of questions: Are all (...)
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  6. Namulundah Florence (1998). Bell Hooks' Engaged Pedagogy: A Transgressive Education for Critical Consciousness. Bergin & Garvey.score: 66.0
  7. Melanie Walker (2010). Critical Capability Pedagogies and University Education. Educational Philosophy and Theory 42 (8):898-917.score: 63.0
    The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to include both intrinsic and instrumental purposes and to therefore include personal development, economic opportunities and becoming educated citizens. Core ideas from the capability approach (...)
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  8. Douglas Kellner, Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux.score: 60.0
    After publishing a series of books that many recognize as major works on contemporary education and critical pedagogy, Henry Giroux turned to cultural studies in the late 1980s to enrich education with expanded conceptions of pedagogy and literacy.1 This cultural turn is animated by the hope to reconstruct schooling with critical perspectives that can help us to better understand and transform contemporary culture and society in the contemporary era. Giroux provides cultural studies with a critical (...)
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  9. Jacob W. Neumann (2011). Critical Pedagogy and Faith. Educational Theory 61 (5):601-619.score: 60.0
    Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection with faith traditions, but is actually, in and of itself, a practice of faith. In this analysis, he juxtaposes critical pedagogy (...)
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  10. Aaron Cooley (2007). Democracy Still Matters: A Response to the Rejoinder of My Review of Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Educational Studies 42 (2):180-182.score: 60.0
    (2007). Democracy Still Matters: A Response to the Rejoinder of my Review of Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Educational Studies: Vol. 42, No. 2, pp. 180-182.
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  11. Zeus Leonardo (ed.) (2009). Critical Pedagogy and Race. Wiley-Blackwell.score: 60.0
    The publication of this volume marks a shift by strengthening race-based analysis in critical pedagogy, a field which has traditionally focused on class relations.
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  12. Peter Nelsen & Jayson Seaman (2011). Deweyan Tools for Inquiry and the Epistemological Context of Critical Pedagogy. Educational Studies 47 (6):561-582.score: 60.0
    This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cognitive and (...)
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  13. Anne Rapp (2011). Translating Critical Pedagogy Into Action. Clr James Journal 17 (1):37-57.score: 60.0
    Critical pedagogy, by brealdng down the boundaries between the academy and society, creates opportunities for deep and transformative learning. Inspired by bell hooks' call to engage the hearts as well as the minds of learners, this essay demonstrates two teaching methods that engage college students in intellectual inquiry that potentially challenges and undermines societal power relations. The first literally broadens the walls of the classroom through community-based projects. The second constructs an in-class learning experience that cultivates inter-personal perspective (...)
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  14. Tyson Edward Lewis (2009). Capitalists and Conquerors
    Teaching Against Global Capitalism and the New Imperialism
    Rage and Hope: Interviews with Peter McLaren on War, Imperialism, and Critical Pedagogy.
    Historical Materialism 17 (1):201-208.
    score: 51.0
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  15. Ira Shor & Education Is Politics (1993). Paulo Freire's critical pedagogy. In Peter McLaren & Peter Leonard (eds.), Paulo Freire: A Critical Encounter. Routledge.score: 48.0
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  16. J. A. Rice & Michael Vastola (2011). Who Needs Critical Agency?: Educational Research and the Rhetorical Economy of Globalization. Educational Philosophy and Theory 43 (2):148-161.score: 46.0
    Current critical pedagogical scholarship has theorized the epistemological and social intersection between globalization and educational technology according to two distinct positions. For some, this intersection offers new liberatory knowledges and opportunities that can subvert social homogenization and economic disparity. For others, this relationship is just another phase of neoimperialism that should be politically and ideologically resisted. In contrast, we argue that the intersection between globalization and educational technologies is rather a manifestation of larger economic and logical forces, and that (...)
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  17. Laurence Parker & David O. Stovall (2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory 36 (2):167–182.score: 45.0
  18. Ricky Lee Allen (2004). Whiteness and Critical Pedagogy. Educational Philosophy and Theory 36 (2):121–136.score: 45.0
  19. Thomas S. Popkewitz (2010). Democratic Education: An (Im)Possibility That yet Remains to Come. Educational Philosophy and Theory 42 (5):571-587.score: 45.0
    Efforts to develop democratic schools have moved along particular rules and standards of 'reasoning' even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, (...)
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  20. Daniel Friedrich, Bryn Jaastad & Thomas S. Popkewitz (2010). Democratic Education: An (Im)Possibility That yet Remains to Come. Educational Philosophy and Theory 42 (5-6):571-587.score: 45.0
    Efforts to develop democratic schools have moved along particular rules and standards of ‘reasoning’ even when expressed through different ideological and paradigmatic lines. From attempts to make a democratic education to critical pedagogy, different approaches overlap in their historical construction of the reason of schooling: designing society by designing the child. These approaches to democracy make inequality into the premise of equality, assuming a consensual partition of the world and the need for specific agents to monitor partitioned boundaries, (...)
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  21. Inna Semetsky (2010). The Folds of Experience, Or: Constructing the Pedagogy of Values. Educational Philosophy and Theory 42 (4):476-488.score: 45.0
    This paper situates moral education in the context of Gilles Deleuze's philosophy and as embedded in lived experience qualified by three dimensions, namely critical, clinical, and creative ('3C'). The construct of '3C' education will be enriched by reference to the theoretical corpus of Nel Noddings, specifically her 2006 book Critical Lessons: What our schools should teach . The paper argues that only as embodying all three 'C's in experience can education become genuinely moral and bring the missing element (...)
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  22. Gert J. J. Biesta (1998). Say You Want a Revolution... Suggestions for the Impossible Future of Critical Pedagogy. Educational Theory 48 (4):499-510.score: 45.0
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  23. Nirmala Erevelles (2000). Educating Unruly Bodies: Critical Pedagogy, Disability Studies, and the Politics of Schooling. Educational Theory 50 (1):25-47.score: 45.0
  24. Patti Lather (1998). Critical Pedagogy and its Complicities: A Praxis of Stuck Places. Educational Theory 48 (4):487-497.score: 45.0
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  25. Zeus Leonardo (2003). Interpretation and the Problem of Domination: Paul Ricoeur's Hermeneutics. Studies in Philosophy and Education 22 (5):329-350.score: 45.0
    Hermeneutics, or the science of interpretation,is well accepted in the humanities. In thefield of education, hermeneutics has played arelatively marginal role in research. It isthe task of this essay to introduce thegeneral methods and findings of Paul Ricoeur'shermeneutics. Specifically, the essayinterprets the usefulness of Ricoeur'sphilosophy in the study of domination. Theproblem of domination has been a target ofanalysis for critical pedagogy since itsinception. However, the role of interpretationas a constitutive part of ideology critique isrelatively understudied and it is (...)
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  26. Tyson E. Lewis (2009). Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy - by de Lissovoy, N. Educational Philosophy and Theory 41 (5):592-596.score: 45.0
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  27. Marvin Lynn (2004). Inserting the 'Race' Into Critical Pedagogy: An Analysis of 'Race-Based Epistemologies'. Educational Philosophy and Theory 36 (2):153–165.score: 45.0
  28. Roger I. Simon (1984). Signposts for a Critical Pedagogy: A Review of Henry Giroux's Theory and Resistance in Education. [REVIEW] Educational Theory 34 (4):379-388.score: 45.0
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  29. Douglas Kellner (1998). Multiple Literacies and Critical Pedagogy in a Multicultural Society. Educational Theory 48 (1):103-122.score: 45.0
    We are in the midst of one of the most dramatic technological revolutions in history that is changing everything from the ways that we work, to the ways that we communicate with each other, to how we spend our leisure time. The technological revolution centers on information technology, is often interpreted as the beginnings of a knowledge society, and therefore ascribes education a central role in every aspect of life. This Great Transformation poses tremendous challenges to education to rethink its (...)
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  30. Hank Bromley (1989). Identity Politics and Critical Pedagogy. Educational Theory 39 (3):207-223.score: 45.0
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  31. Henry A. Giroux (2005). Border Crossings: Cultural Workers and the Politics of Education. Routledge.score: 45.0
    Since 1992, Border Crossings has show cased Henry A. Giroux's extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century. (...)
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  32. Barry Kanpol (1996). Critical Pedagogy and Liberation Theology: Borders for a Transformative Agenda. Educational Theory 46 (1):105-117.score: 45.0
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  33. Peter McLaren (1994). Critical Pedagogy, Political Agency, and the Pragmatics of Justice: The Case of Lyotard. Educational Theory 44 (3):319-340.score: 45.0
  34. Kerry Burch (1999). Eros as the Educational Principle of Democracy. Studies in Philosophy and Education 18 (3):123-142.score: 45.0
    This paper explores the value of the eros motif for critical pedagogy and citizenship education. The conceptual affinities between eros and democracy are identified and integrated into a theory of democratic political education. Long recognized as vital to the process of self knowledge, the ancient Greek concept of eros has nevertheless been largely erased from contemporary educational debate. By retrieving eros from the fringe of academic discourse and integrating it with critical pedagogy, the aims of radical (...)
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  35. Peter McLaren & Ramin Farahmandpur (1999). Critical Pedagogy, Postmodernism and the Retreat From Class. Theoria 46 (93):83-115.score: 45.0
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  36. John Smyth (1990). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. Educational Theory 40 (2):267-280.score: 45.0
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  37. Eduardo Duarte (2006). Critical Pedagogy and the Praxis of Worldly Philosophy. Journal of Philosophy of Education 40 (1):105–114.score: 45.0
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  38. George Bernstein (1990). Paulo Freire and Critical Pedagogy. Inquiry 6 (2):12-15.score: 45.0
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  39. C. Alejandra Elenes (1997). Reclaiming the Borderlands: Chicana/o Identity, Difference, and Critical Pedagogy. Educational Theory 47 (3):359-375.score: 45.0
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  40. Steven J. Gold (2010). The Implications of Rorty's Post—Foundational "Moral Imagination" for Teaching Business Ethics. Journal of Business Ethics 94 (2):299 - 310.score: 45.0
    As one of the most influential commentators on the role of modern philosophy, Richard Rorty's work impacted all areas of philosophical inquiry, including business ethics. Rorty's post-foundational approach to "moral imagination" can inform how we teach business ethics in a diverse and philosophically eclectic manner. A summary of Rorty's critique of philosophy, ethics, and applied ethics will be followed by a discussion of the implications for a critical pedagogy and the pragmatic use of an expansive philosophical lexicon in (...)
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  41. Awad Ibrahim (2007). Linking Marxism, Globalization, and Citizenship Education: Toward a Comparative and Critical Pedagogy Post 9/11. Educational Theory 57 (1):89-103.score: 45.0
  42. Kevin Williams (2004). Critical Pedagogy and Foreign Language Education. Journal of Philosophy of Education 38 (1):143–148.score: 45.0
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  43. Nigel Blake & Jan Masschelein (2003). Critical Theory and Critical Pedagogy. In , The Blackwell Guide to the Philosophy of Education. Blackwell Pub.. 38--56.score: 45.0
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  44. Gregory N. Bourassa (2010). A Review of “Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy”. [REVIEW] Educational Studies 46 (3):363-366.score: 45.0
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  45. C. A. Bowers (2003). Can Critical Pedagogy Be Greened. Educational Studies 34 (1):11-21.score: 45.0
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  46. Richard A. Brosio (2007). Rejoinder to Aaron Cooley's Review of Teaching Against Global Capitalism and the New Imperialism: A Critical Pedagogy. Educational Studies 42 (2):174-179.score: 45.0
    Because of Professor Cooley's prosecutorial review, I want to make clear at the outset that my rejoinder is not a codefendant's answer to a plaintiff's replication. Instead, I first attempt to provide an ?immanent? analysis of Cooley's indictment, in the sense of dealing with what dwells within his reasoning. A specific philosophical definition of ?immanent? reads: taking place within the mind of the subject, but having no effect outside (this does not apply to me as an outsider). I intend to (...)
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  47. Patrick Bruch (2002). New Conversations in Critical Pedagogy: A Review Essay. Symploke 10 (1):196-200.score: 45.0
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  48. M. Brydon-Miller (2008). Postcards to Paolo: Enacting Critical Pedagogy in the Action Research Classroom. Journal of Thought 43:11-20.score: 45.0
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  49. Kerry T. Burch (2001). The Significance of Critical Pedagogy for Cultural Studies. Theory and Event 5 (3).score: 45.0
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  50. Gary Clemitshaw (2012). On Critical Pedagogy. By Henry A. Giroux: Pp 183. London: Continuum. 2011. ISBN 978-1-4411-1622-2 (Pbk). British Journal of Educational Studies 60 (3):278-280.score: 45.0
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