Antonio Gramsci’s impact on critical pedagogy

This paper provides an account of Antonio Gramsci’s impact on the area of critical pedagogy. It indicates the Gramscian influence on the thinking of major exponents of the field. It foregrounds Gramsci's ideas and then indicates how they have been taken up by a selection of critical pedagogy exponents who were chosen on the strength of their identification and engagement with Gramsci's ideas, some of them even having written entire essays on Gramsci. The essay concludes with a discussion concerning an aspect of Gramsci's concerns, the question of powerful knowledge, which, in the present author's view, provides a formidable challenge to critical pedagogues.peer-reviewe

The logics of occupation

Outline from a seminar facilitated at Nottingham Critical Pedagogy, Univeristy of Nottingha

Integrating Faith and Learning: Preparing Teacher Candidates to Serve Culturally and Linguistically Diverse Students

This essay examines how liberation theology and critical pedagogy inform the integration of faith and learning of a teacher educator who felt called to serve culturally and linguistically diverse students in the United States. The essay provides a brief cultural background of the educator’s journey from instructional assistant in an English learner program to teacher educator at a Christian University. The essay explains how liberation theology and critical pedagogy provide a coherent framework for preparing teacher candidates to work with English learners in public schools

Towards a framework for critical citizenship education

Increasingly countries around the world are promoting forms of "critical" citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of creative and technical skills under the label "critical thinking" to a desire to encourage engagement, action and political emancipation, often labelled "critical pedagogy". This paper distinguishes these manifestations of the "critical" and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship

Critical Pedagogy Overseas

This essay fuses critical pedagogical concepts of selected scholars with real-life narratives of teaching English as a Second Language in Japan. This exposition of critical pedagogues, JET Programme participants and students addresses the challenges of practicing a critical pedagogy overseas. In particular, this essay explores the context of Japan and the subject of English as for future ESL teachers. Rather than practicing a consistent critical pedagogy regardless of geographical location, this essay claims that ESL teachers are in risk unconsciously practicing a contained pedagogy

Problematizing Critical Pedagogy

This article presents the results from a qualitative research study that examined the ways in which 17 self-identified critical pedagogues actually define critical pedagogy and their identification of its central aims and purposes. This article problematizes the overlapping and contradictory definitions of critical pedagogy and its historical roots. It critically examines the ways in which professors explicitly communicate the “critical” or justice-oriented intent of critical pedagogy

Writing center tutor training: an examination of emphasis on critical pedagogy in tutor training handbooks

Writing center theory has not always emphasized critical pedagogy as part of writing center pedagogy. However, with scholars’ applications of critical lenses such as postmodernism and postcolonialism to critique writing center practice, critical pedagogy has found its way into writing center practices. Self-critical awareness is one key element of critical pedagogy, and through the dialogic application of critical pedagogy in writing center sessions, students can be made aware of the hegemonic nature of academic discourse and why institution and discipline-valued writing is expected over other kinds of writing. Because critical pedagogy has value in writing center contexts, both for the writing tutor and tutee, for this project I analyzed five writing center tutor training handbooks to examine how and/or whether critical pedagogy is emphasized in tutor training. One handbook is a mass-marketed text while the other four are institution-specific texts representative to their particular writing center. I used five search terms for textual analyses to detect explicit or implicit references to critical pedagogy: critical pedagogy, critical, pedagogy, philosophy, andtheory.My findings strongly suggest that critical pedagogy is not adequately stressed in writing center tutor training handbooks, even though multiple writing center scholars have called attention for the need to implement critical pedagogy in writing center pedagogy. As a result of the discrepancy between writing center theory and critical pedagogical theory application in writing center pedagogy, I argue that critical pedagogy should be emphasized and made explicit in writing center tutor training curricula, including tutor training handbooks

KONSEP CRITICAL PEDAGOGY HENRY A. GIROUX

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

Empowerment through Critical Pedagogy

In any multilingual country, it is imperative that the curriculum provide for a critical dialogue on the politics of language. Educators must address questions of linguistic and cultural identity especially in the context of the spread of English. Contrary to popular and academic conceptions, English has never been just a ‘link’ or ‘library’ language, and the epithets non-native speaker teacher/learner and second language teacher/learner echo a sense of marginality and displacement (Browne. 2005. Cummins.1996. Kachru.1982. Rampton.1990.Shondel.2005). For “…language itself is content, a referent for loyalties and animosities, an indicator of social statuses and personal relationships, a marker of situations and topics as well as of the societal goals and the large-scale value-laden arenas of interaction…”(Fishman.1972: pp.4). In this context, the need to understand the nature of empowerment and evolve formal educational interventions for negotiating it becomes an urgent concern