Search Results

1 - 10 of 50 items :

  • "critical pedagogy" x
Clear All

and working-class schooling. In D. W. Livingstone (Ed.), Critical pedagogy and cultural power (pp. 245-267). South Hadley, MA: Bergin & Garvey Publishers. Batra, P. (2005). Voice and agency of teachers: Missing link in National Curriculum Framework 2005. Economic and Political Weekly , 40 (40), 4347-4356. Bourdieu, P. (1976). The school as a conservative force: Scholastic and cultural inequalities. In R. Dale (Ed.), Schooling and capitalism: A sociological reader (pp.110-117). London: Routledge & Kegan Paul, in association with the Open University Press

Studies, 12 (3), 505-516. Ordem, E., & Yükselir, C. (2017). Views of Turkish EFL instructors on critical pedagogy. Electronic Turkish Studies, 12 (14), 285-294. Osaďan, R., & Safir, Y. (2014). A Cross-Cultural Examination of Curriculum and Sexuality Outcomes in Primary School. Acta Technologica Dubnicae, 4 (2), 67-72. Pennycook, A. (2007). The myth of English as an international language. Disinventing and reconstituting languages (pp. 90-115). Clevedon: Multilingual Matters LTD. Pennycook, A. (2003). Beyond Homogeny and

.Pittsburg: Duquesne University Press. Dewey, J. (1916/1961). Democracy and education. New York : The Macmillan Company. Dewey, J. (1891/1967). Psychology. In: The early works of John Dewey, vol. 2. Carbondale and Edwardsville: Southern Illinois University Press. Gabel, S. (2002). Some conceptual problems with critical pedagogy. Curriculum Inquiry, 32 (2), 177-201. Grootendorst, R., & Van Eemeren, F. H. (2004). A systematic theory of argumentation: The pragma-dialectical approach. Cambridge: Cambridge Press. Jodelet, D. (1989/1991). Madness and social representation [Original title

Oppressed. New York: Continuum, 2009. Goldberg, D. T. (2009). The Threat of Race: Reflections on Racial Neoliberalism. Malden, MA: Blackwell. Goodman, A., Shaikh, N. (2012). Debating Tucson School District’s Book Ban After Suspension of Mexican American Studies Program . Retrieved January 18, 2012 from Giroux, H. (2008). Against the Terror of Neoliberalism: Politics Beyond the Age of Greed. Boulder, CO: Paradigm. Giroux, H. (2011). On Critical Pedagogy. London: Continuum. Giroux, S


The philosophical and pedagogical principles of transnational higher education development in the second half of the XX - at the beginning of the XXI century are revealed based on the authentic scientific research sources and reflections of prominent scientists. Review of scientific works, devoted to the problems of education transnationalization, allowed concluding that in the late XX century the traditional relationship of pedagogy and philosophy changed under the influence of globalization and internationalization of education. On the basis of determinant analysis it has been found that postmodernism (J. Derrida, M. Foucault, J. Lyotard, R. Panvit) and postnonclassical science (H. Haken, I. Prihozhyn, V. Stepin) serve philosophical grounds for transnational higher education formation. The article proves that the “philosophy of global problems” as a set of ideas based on the objectivity of the total global relations, serves as the basis for building a modern educational paradigm that is reflected in the concept of global education. The fundamental idea of global education is to develop a holistic vision and human perception of the world, awareness of its place in the interconnected and rapidly changing environment, by filling content of educational process with human values. Practical implementation of these ideas is made by the introduction of multicultural education approach, critical pedagogy, global education and formation of intercultural educational content, which reflects the cultural and historical specificity of population.


The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first review the literature on language, ideology and power as it relates to Japanese cultural politics. Following this, I will draw on the notions of critique and design as described in Lillis (2003) as critical transformative strategies to encourage student academic writers to become more conscious of: (1) the constructed and situated nature of knowledge and meaning making as viewed by scholars in the area of academic literacies; (2) the importance of their own agency towards realizing their potential as academic thinkers and writers; and (3) the importance of understanding the fluid, dynamic and performative nature of English in its role as a lingua franca as a means towards constructing meanings that are valuable and unique to their own emergent ontologies as Japanese users of ELF. My discussion is, throughout, very much motivated by a professional concern that the teaching of academic writing should be carried out within an overall pedagogical framework that recognizes the importance of the humanizing and transformative role of language education.

References Alberts, P. (2011). Responsibility towards life in the early anthropocene. ANGELAKI. Journal of the theoretical humanities, 16(4), 5-17. Battiste, M. (2004). Animating sites of postcolonial education: Indigenous knowledge and the humanities. Paper presented at the Annual meeting of the Canadian Society for Studies in Education,, Winnipeg, MB, May. Berkes, F. (2009). Indigenous ways of knowing and the study of environmental change. Journal of the Royal Society of New Zealand, 39(4), 151-156. Bowers, C. (2008). Why a critical pedagogy of place is an

. (2009). YouTube, critical pedagogy, and media activism: An articulation . Retrieved April 28, 2012, from Lambert, D., & Morgan, J. (2010). Teaching geography 11-18: A conceptual approach. Maidenhead: Open University Press. Lankshear, A., & Knobel, M. (2008). Introduction. In A. Lankshear & M. Knobel (Eds.), Digital literacies - concepts, policies, practices (pp. 1-16). Oxford: Peter Lang. Little, A. (1998). Post-industrial socialism: Towards a


This paper deals with a web-based learning environment that introduces primary school learners into the issue of children’s rights and climate change education. The methodological approach used is based on critical pedagogy and hypermedia technology. Through open source learning technologies and authentic learning activities that are enriched by open education resources and learning objects largely elicited from the Web, learners are being informed and construct knowledge related to six key areas of children’s rights affected by climate change.


In the second part of this special issue on neoliberalism, pedagogy and curriculum, I explore the contributions of each author to confronting neo-liberal reforms of education, notably the spectre of neo-liberalism haunting aspects of pedagogy, teaching and curriculum. Exemplary of the scholarly work produced by many critical educators, the contributing authors share an understanding of the oppressive function of educational apparatuses and their complicity with the reproduction of dominant epistemes of knowledge/power. In this case, neo-liberalism is defined as a canonical narrative through which existing education relations, practices and discourses are structured and mediated. Against this neo-liberal imaginary, the authors argue in favour of models of knowing, learning and teaching that work to sustain practices of critical inquiry and self-discovery among learners as active, reflexive and engaged subjects. The result is a timely collection of papers critiquing the nuances pertaining to the global transmission of neo-liberal education and a much- -needed reinvigoration of the Freirean demand for a liberating and critical pedagogy.