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Knight, Tony; Pearl, Art

doi:10.1023/a:1005177227794

Cited by 27 publications

(8 citation statements)

References 22 publications

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“…Many teacher education students simply want to learn observable and replicable strategies for positively influencing student outcomes, not to wade through theory. On this note, critics Knight and Pearl (2000) are quick to point out that for a discourse so concerned with literacy, language, and communication, one that has unleashed an "unrelenting assault on the oppressiveness of schooling," the lofty wordplay of critical pedagogy suggests guilt of "diversion, division, illusion, and confusion" (p. 197).…”

Section: The Contested Terrain Of Critical Pedagogy: the First Dimensionmentioning

confidence: 99%

“…From its emergence and throughout its development, critical pedagogy has been positioned as a broad and encapsulating theory of education. Over the course of its development, critical pedagogy has experienced a litany of introduction (Kincheloe, 2005;McLaren, 1998b;Wink, 2005), support (Giroux, 2001;Giroux & McLaren, 1986;Shor & Freire, 1988), suggestion (Biesta, 1998;Gur-Ze'ev, 1998;Liston & Zeichner, 1987;McLaren, 1998a;Weiler, 1988), and criticism (Ellsworth, 1989;Knight & Pearl, 2000;Lather, 1998Lather, , 2001, lending credence to Wink's (2005) observation that critical pedagogy is in a continuous process of evolution and development.…”

Section: Introductionmentioning

confidence: 96%

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The Re-Emergence of Critical Pedagogy: A Three-Dimensional Framework for Teacher Education in the Age of Teacher Effectiveness

Shudak¹

2014

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In light of the extensive treatment given over its thirty year existence, this article develops a framework for helping teachers understand the applicability and relevance of critical pedagogy in the classroom during this age of effectiveness and standardization. To do this, critical pedagogy is theoretically framed three-dimensionally. The purpose is to help teachers think through critical pedagogy in a way that might encourage them to analyze their own practices and thus create and enact critical pedagogies that are uniquely their own. The first dimension pertains to its contested terrain. An understanding of critical pedagogy must begin with a disclaimer. This disclaimer suggests that though there are common objectives, there are key points of contestation. The second dimension, then, seeks to find the common ground. This dimension focuses on the commitments of critical pedagogy, and thus, the commitments of those who might try. Lastly, critical pedagogy impels teachers to use their classrooms to make life more humane. To aid in this task, teachers engaging in critical pedagogics take certain philosophical positions, the third dimension of critical pedagogy.

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Section: The Contested Terrain Of Critical Pedagogy: the First Dimensionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

The Re-Emergence of Critical Pedagogy: A Three-Dimensional Framework for Teacher Education in the Age of Teacher Effectiveness

Shudak¹

2014

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“…In the process of determining a conception of democracy within curriculum documents, it must be understood that education is a political act, and education for democracy takes many forms (Edwards 2010a;Knight & Pearl 2000;Westheimer & Kahne 2004b;Zyngier 2012). Democratic education extends beyond merely training for citizenship (Edwards 2010a(Edwards , 2010bWestheimer & Kahne 2004b).…”

Section: Tujuan Artikel Ini Adalah Untuk Mengkaji Dengan Menggunakan ...mentioning

confidence: 99%

Citizenship and Democracy in the Texas Social Studies Curriculum: A Historical Comparison

Lambert

2024

ijsl

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Using exploratory qualitative document analysis, this article examines the conceptions of citizenship and democracy in Texas's social studies curriculum standards. In a historical comparison of standards from 2011 and 2018, conceptions of citizenship and democracy are compared to definitions developed by international civic education experts. Citizenship and democracy in the Texas curriculum are identified as inconsistent with the definitions of those terms developed by civic education experts. Instead, the terms are seen to be related to Barber’s (1984/2003) thin democracy and procedural conceptualizations of citizenship. Moreover, conceptions of the terms remain the same from 2011 to 2018. Implications for teacher education and public school practice are discussed. Recommendations for future research are presented. Included among recommendations for future research is the analysis of curriculum documents in additional U.S. states and curriculum documents in countries outside the United States.

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“… Educación democrática, concebida como aquella que es de todos y para todos y se fundamenta en la libertad social y la igualdad en la diversidad (Gutmann y Thompson, 2009;Knight y Pearl, 2000). Una educación democrática requiere procesos deliberativos y de toma de decisiones donde la participación y el trabajo cooperativo son esenciales (Apple y Beane, 1995;Belavi y Murillo, 2016;Biesta, 2015a;Friedrich, Jaastad y Popkewitz, 2010;Gutmann, 1987;Ruitenberg, 2009;Straume, 2015).…”

Section: Segunda Fuente: La Educación Para La Justicia Socialunclassified

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

Hidalgo¹,

Murillo²

2016

riejs

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En este artículo se presenta una propuesta de Modelo de Evaluación de Estudiantes para la Justicia Social que busca avanzar un paso más en la construcción de una educación que contribuya a una transformación real y profunda de la sociedad. El modelo está basado en tres fuentes esenciales. Por un lado parte de un concepto de Justicia Social de carácter multidimensional, asentado en la Justicia social como Redistribución, como Reconocimiento y como Participación. La segunda fuente es una propuesta de Educación para la Justicia Social construida a partir del anterior concepto, que diferencia una educación en Justicia Social de una educación para la Justicia Social y que está conformada por tres ejes complementarios: una educación equitativa, crítica y democrática. Por último, la propuesta bebe y aprende de enfoques alternativos de evaluación de estudiantes: Evaluación Inclusiva, Auténtica, Culturalmente Sensible, Participativa, Democrático-Deliberativa y Crítica. Con todo ello se formula un modelo con tres dimensiones: evaluación equitativa, evaluación participativa y evaluación crítica. Esta propuesta pretende aportar ideas para empezar a transformar la evaluación de los estudiantes de tal forma que se configure como una pieza clave en una educación comprometida con la construcción de una sociedad más justa e inclusiva.Palabras clave: Evaluación de estudiantes, Educación para la Justicia Social, Justicia Social, Evaluación equitativa, Evaluación crítica, Evaluación participativa. This paper presents a proposal of a Model of Student' Assessment for Social Justice that seeks to go further in the construction of an education that contributes to a real and deep transformation of society. The model is based on three essential sources. On the one hand, it is part of a multidimensional concept of Social Justice, based on Social Justice as Redistribution, as Recognition and as Participation. The second source is a proposal of Education for Social Justice built from the previous concept, and differentiating an education in Social Justice from an education for Social Justice and which is made up of three complementary axes: an equitable, critical and democratic education. Finally, the proposal drinks and learns from alternative student assessment approaches: Inclusive, Authentic, Culturally Responsive, Participatory, DemocraticDeliberative and Critical Assessment. With this, a three-dimensional model is formulated: equitable assessment, participatory assessment and critical assessment. This proposal attempts to contribute in some ideas to begin to transform the students' assessment in such a way that it is configured as a key piece in an education committed with the construction of a fairer and more inclusive society.

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Untitled

Cited by 27 publications

References 22 publications

The Re-Emergence of Critical Pedagogy: A Three-Dimensional Framework for Teacher Education in the Age of Teacher Effectiveness

The Re-Emergence of Critical Pedagogy: A Three-Dimensional Framework for Teacher Education in the Age of Teacher Effectiveness

Citizenship and Democracy in the Texas Social Studies Curriculum: A Historical Comparison

Evaluación de Estudiantes para la Justicia Social. Propuesta de un Modelo

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