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Articles 1 - 8 of 8
Full-Text Articles in Education
Being Critical About Being Critical. A Response To "Toward A Transformative Criticality For Democratic Citizenship Education", Nicholas C. Burbules
Being Critical About Being Critical. A Response To "Toward A Transformative Criticality For Democratic Citizenship Education", Nicholas C. Burbules
Democracy and Education
This response to "Toward a Transformative Criticality for Democratic Citizenship Education" takes a positive and supportive stance toward pressing the arguments forward. By focusing on the communicative components of democratic citizenship education and activist pedagogy, it highlights some of the tensions and difficulties of actually doing this work.
Democratic Foundations For Spiritually Responsive Pedagogy, Audrey Lingley
Democratic Foundations For Spiritually Responsive Pedagogy, Audrey Lingley
Democracy and Education
Spirituality has been identified as an important component of democratic education by influential scholars such as Dewey, Freire, hooks, and Noddings. However, many teachers in the United States do not engage openly with a framework for understanding, organizing, and integrating pedagogical knowledge of spirituality within the context of culturally conscious social justice education. Drawing from an analysis of the works of Dewey, Noddings, Freire, and hooks and using a critical construct of spirituality that emphasizes inquiry, practical experience, meaning making, and awareness of interconnectedness, I argue that spiritually responsive pedagogy is a vital element of emancipatory, culturally responsive education in …
Toward A Transformative Criticality For Democratic Citizenship Education, Lisa A. Sibbett
Toward A Transformative Criticality For Democratic Citizenship Education, Lisa A. Sibbett
Democracy and Education
This article uses a well-received recent text—Hess and McAvoy’s The Political Classroom—to suggest that democratic citizenship education today has a social accountability problem. I locate this discussion in the context of a longstanding conflict between the critical thinking approach to democratic citizenship education, the approach typified by The Political Classroom, and the critical pedagogical approach, which has an equal but opposite problem, that of indoctrination. If democratic citizenship educators are truly interested in transforming the social order, I suggest, then we need to listen appreciatively, and respond thoughtfully, to critiques of the approach we favor. The article ends …
Online Only Classes And Critical Dialogue: Toward A Faustian Bargain Ideal For Virtual Education, C. Kyle Rudick
Online Only Classes And Critical Dialogue: Toward A Faustian Bargain Ideal For Virtual Education, C. Kyle Rudick
Pedagogy and Theatre of the Oppressed Journal
As distance learning and Online Only Classes (OOCs) become more prevalent in higher education, it becomes increasingly urgent that critical-democratic educators continue to work toward a better understanding of liberatory praxis through technology. The goals of this essay are to explain why critical dialogue cannot be realized in OOCs, describe how blended brick-and-mortar/virtual classes may be advantageous for a critical agenda, and help orient future scholarship concerning critical pedagogy and technology toward a “Faustian bargain” ideal argued by Neil Postman. In order to reach these goals, I outline two types of educators that I believe have the most at stake …
Editor’S Introduction To The Inaugural Issue Of Pto Journal, Jennifer L. Freitag
Editor’S Introduction To The Inaugural Issue Of Pto Journal, Jennifer L. Freitag
Pedagogy and Theatre of the Oppressed Journal
This brief note from the editor provides an introduction to the journal, the philosophy that has driven its development, what makes it similar to and different from other professional journals, and the individuals and organizations responsible for its inception.
Empowering English Language Teachers Through History, Eun-Young Julia Kim
Empowering English Language Teachers Through History, Eun-Young Julia Kim
International Journal of Christianity and English Language Teaching
TESOL training programs typically offer courses in methods and pedagogy, along with other classes to equip future English language teaching (ELT) professionals with essential teaching skills and knowledge. Not as frequently offered or required, however, is a course focusing on critically examining political and philosophical aspects of ELT. This article discusses why I believe it is important for TESOL curriculums to include topics on the diachronic development and synchronic variations of the English language and to engage students in topics that would allow them to critically examine embedded power relations in ELT. By reflecting on my own classroom experience as …
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response To "The Political Nuances Of Narratives And An Urban Educator's Response", Lilia D. Monzó, P. Zitlali Morales
Democracy and Education
In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …
Toward A Pedagogy Of The Absurd: Constitutive Ambiguity, Tension, And The Postmodern Academy, David Wolken
Toward A Pedagogy Of The Absurd: Constitutive Ambiguity, Tension, And The Postmodern Academy, David Wolken
Journal of Inquiry and Action in Education
Over the course of the past few decades, scholars and theorists have engaged in a dynamic and concerted effort to interpret, make sense of, and resist a variety of social phenomena often categorized under the concept of “postmodernism.” This project has also been taken up by educators of various stripes, especially those who identify their work as belonging in a “critical” tradition such as critical theory or critical pedagogy. In this paper, I aim to join the discussion of critical education scholars through an analysis of Albert Camus’s work on the concept of the absurd. In particular, I interpret the …