Critical theory and educational research: an introduction

Giarelli, James M.

doi:10.1080/0951839920050102

Cited by 12 publications

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“…En dicha perspectiva, los teóricos críticos intentan comprender las relaciones existentes entre esferas de la realidad en lugar de reducir los problemas de la sociedad única y exclusivamente a la dinámica de la economía (Dubiel, 1985;Kellner, 1990). En otras palabras, la teoría crítica, a partir de la concepción emancipadora que asigna al conocimiento, constituye un esfuerzo que intenta combinar investigaciones empíricas, la tarea de la interpretación, así como una crítica de la realidad en toda su extensión (orden social, político y económico) con el objeto de mejorar las condiciones de vida y las interrelaciones de los distintos grupos al interior de la sociedad (Giarelli, 1992;Watkins, 1995).…”

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La relación Estado-educación y el proceso de reforma educacional: una aproximación desde la teoría crítica

Espinoza¹

2008

RIEOEI

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El presente artículo tiene como propósito proporcionar una mirada crítica en relación a tres aspectos: a) el rol que juega y debiera jugar el Estado respecto a la educación, en general; b) la naturaleza y metas de cualquier reforma educacional, así como la retórica que las acompaña; y, c) las razones que explicarían por qué las reformas educacionales llegan a culminar exitosamente o a fracasar. Para este efecto, el documento discute inicialmente los principales supuestos teóricos que guían a la teoría crítica y a continuación discute en profundidad la postura de los teóricos críticos en relación a los temas antes mencionados.

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La relación Estado-educación y el proceso de reforma educacional: una aproximación desde la teoría crítica

Espinoza¹

2008

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Science education in urban settings: Seeking new ways of praxis through critical ethnography

Barton¹

2001

J Res Sci Teach

190

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The challenges faced in urban science education are deeply rooted in the ongoing struggle for racial, class and gender equity. Part of this struggle is tied to huge differences in class and involves making more equitable the distribution of resources. Another part of this struggle is tied to the rich diversity of children who attend urban schools and involves generating new ways of understanding, valuing, and genuinely incorporating into school‐based practices the culture, language, beliefs, and experiences that these children bring to school. Thus, this article argues that to address these two challenges—and indeed to achieve a more just science education for all urban students— explicitly political research methodologies must be considered and incorporated into urban education. One potential route for this is critical ethnography, for this kind of methodology emerges collaboratively from the lives of the researcher and the researched and is centrally about praxis and a political commitment to the struggle for liberation and in defense of human rights. In making this argument, I have drawn from stories from my own research with homeless children. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 899–917, 2001

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How students design and enact physics lessons: Five immigrant caribbean youth and the cultivation of student voice

Basu

2008

J Res Sci Teach

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An array of data suggests that low‐income, minority students are excluded from a high‐quality physics education. The education literature proposes that cultivating student voice in classrooms helps youth feel a deeper, more meaningful connection with school. However, limited data exist in the physics education literature on how student voice is expressed. The purpose of this study was to use critical ethnography to explore how student voice developed in the context of a ninth‐grade conceptual physics class. I developed case studies of five immigrant Caribbean youth from student, family and teacher interviews, participant observations and field notes. I relied on grounded theory as an analytic technique. Findings suggest that in expressing voice, youth designed lessons reflective of their identities, leveraged and enhanced their “epistemic” and “positional” authority (two new constructs I propose in this manuscript), and creatively utilized physics and school‐sponsored resources. This information about how students express voice has implications for how they learn physics, how critical theory is connected with physics classroom practice, and how student identity, shared authority and youth agency develop in physics classrooms. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 881–899, 2008

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Critical theory and educational research: an introduction

Cited by 12 publications

References 1 publication

La relación Estado-educación y el proceso de reforma educacional: una aproximación desde la teoría crítica

La relación Estado-educación y el proceso de reforma educacional: una aproximación desde la teoría crítica

Science education in urban settings: Seeking new ways of praxis through critical ethnography

How students design and enact physics lessons: Five immigrant caribbean youth and the cultivation of student voice

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