Possibilities for critical pedagogy engagement in higher education: exploring students’ openness and acceptance

Jeyaraj, Joanna Joseph

doi:10.1007/s12564-019-09605-0

Cited by 11 publications

(8 citation statements)

References 35 publications

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“…Furthermore, the finding of the present study is in line with the findings of Brown (2013) who concluded that increased depth of student learning was one out of the three major opportunities towards using problemposing pedagogy. The finding of the present study also supports the findings of Hong and White (2012) who concluded that critical pedagogy could empower student writers and increases their awareness. Finally, the findings are in line with Manca et al (2020) who came to the conclusion that CP facilitates social power, critical consciousness, and fosters empathy and compassion among medical staff.…”

Section: Discussionsupporting

confidence: 91%

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Applying Freire’s Critical Pedagogy to Iranian EFL Bilingual and Monolingual Speaking Performance

Hashemnezhad

2020

JLE

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The purpose of the present pre-experimental study is to examine the extent to how Critical Pedagogy (CP) may function in EFL teaching in Iran. Compared with the growing but far from conclusive body of research, virtually few studies have been covered comparatively among monolinguals and bilinguals. Also, no studies have examined Freire’s CP among monolinguals and bilinguals especially in Iran, which considered as two privileged and less privileged groups respectively. Therefore, this study was done among sixty Iranian monolingual and bilingual university sophomores to know if CP affects them differently. The study is done under two available classes in bilingual and two other classes in monolingual context. The first groups received problem-posing and the second groups were exposed to banking model. The scoring procedure of participants’ performance was based on IELTS speaking band descriptors. Findings reveal that applying problem-posing model cause improvement in speaking performance of both monolingual and bilingual learners than banking model. More importantly, it is concluded that there is no significant difference between monolinguals and bilinguals in terms of problem-posing model, perhaps because the standards of educational justice have been partially observed among both communities. Finally, implications were drawn for EFL teachers and syllabus designers.

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Section: Discussionsupporting

confidence: 91%

“…It was concluded that applying CP in ESL and EFL settings led to better and successful bilingual learners. Hong and White (2012) investigated the impact of CP in Chinese EFL writing programs. According to the holistic approach, all language skills are interrelated, and the development of one skill may lead to the development of another.…”

Section: Introductionmentioning

confidence: 99%

Applying Freire’s Critical Pedagogy to Iranian EFL Bilingual and Monolingual Speaking Performance

Hashemnezhad

2020

JLE

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“…This will have a rippling impact on our educational system and society as a whole (Tolman, 2019), as the strong agenda of critical pedagogy for change is grounded on the belief that education and society are intrinsically interrelated; and because of that, the aim of education is for the improvement of social justice for all (McArthur, 2010). Among some of the central characteristics of critical pedagogy that Kincheloe (2008) highlights are its social and educational vision of justice and equality, its dedication to the alleviation of human suffering, the belief that education is inherently political, its commitment to cultivating the intellect, and its regard for teachers as researchers ( Jeyaraj, 2020). In this context, an important aim for education is the improvement of social justice through the development of active and engaged citizens McArthur, 2010;Crookes, 2013).…”

Section: Conclusion: Impact Of Work Call For Actionmentioning

confidence: 99%

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

2023

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This book is designed to support college and university members as they navigate and aim to eliminate individual, interpersonal, and institutional discrimination and seek to create more inclusive workplaces and learning environments for faculty, staff, and students. Through the narratives of faculty and staff from the College of Liberal Arts & Sciences at the University of North Carolina Charlotte, who were charged with dismantling anti-Black racism, we learn from their concerns, challenges, successes, and change process; as well as what works and does not when building diversity, equity, inclusion, and justice into the fabric of a large college. This book centers the work of six Race and Social Justice working groups. Each chapter will detail research in the areas of self-reflection, anti-racist workplace practices, policy, faculty research and outreach, graduate recruitment and success, and undergraduate student success. National and college level statistics are provided as context for recommendations, action steps, and suggested short and long-term planning towards racial equity in higher education.

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“…The critical theory elements encourage instructors to seek transformative action and to embolden learners to challenge the power inequities they encounter in learning spaces. As a whole, critical pedagogy in online pedagogies will seek to undo business model and market preoccupations to instead create authentic learning experiences for culturally diverse learnersopportunities to actively re-empower themselves by transforming the classroom (Joseph Jeyaraj, 2020). Critical pedagogy, however, can appear overly complex, ambitious, political, and challenging for most faculty.…”

Section: A Framework To Tackle Broader Challenging Theoretical Object...mentioning

confidence: 99%

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Fovet

2023

APUBS

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Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.

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Possibilities for critical pedagogy engagement in higher education: exploring students’ openness and acceptance

Cited by 11 publications

References 35 publications

Applying Freire’s Critical Pedagogy to Iranian EFL Bilingual and Monolingual Speaking Performance

Applying Freire’s Critical Pedagogy to Iranian EFL Bilingual and Monolingual Speaking Performance

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

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