Teaching For and About Critical Pedagogy in the Post-Secondary Classroom
Teaching For and About Critical Pedagogy in the Post-Secondary Classroom
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DOI：
10.26522/ssj.v3i2.1018
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发表时间：
2009-01-01
影响因子：
1
通讯作者：
Breunig, Mary
中科院分区：
文献类型：
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作者：
Breunig, Mary
虽然有一个文学的身体，认为批判教育学的理论，有明显较少的文学，具体解决的方式，教授试图在实践中应用这一理论。本文介绍了一项研究的结果，该研究的部分目的是解决这一差距。17个自我认同的批判性教师参加了这项定性研究。与会者报告了他们采用的以下课堂做法，包括：对话;小组工作;共同构建教学大纲;和体验活动。本文批判性地探讨了这些关键的课堂实践的社会正义为导向的性质。
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 experiential activities. This paper critically examines the social justice-oriented nature of these critical classroom practices.