Teaching To Transgress

hooks, bell

doi:10.4324/9780203700280

Cited by 969 publications

(946 citation statements)

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“…Critical pedagogy attempts to move away from teacher-and-text-centered curricula by focusing on students' interests and their situated identities to instill in students a critical mind-set to become agents of change. Critical pedagogy asserts that the way a student thinks about the world can be changed by the right teaching method (Freire, 1972;Hook, 1994;McLaren, 1998).…”

Section: Introductionmentioning

confidence: 99%

Critical Pedagogy: EFL Teachers’ Views, Experience and Academic Degrees

Mahmoodarabi¹,

Khodabakhsh²

2015

ELT

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Although critical pedagogy has brought about positive changes in the field of education by shifting from traditional pedagogy to emancipatory pedagogy, not much attention has been paid to the factors affecting teachers' beliefs of critical pedagogy and only few studies have been conducted to design reliable and valid instruments to study EFL (English as a Foreign Language) teachers' beliefs about different aspects of teaching in the field of critical pedagogy. Consequently, there is a gap in our knowledge of critical pedagogy in terms of Iranian EFL teachers' beliefs about critical pedagogy and their tendency to implement it in teaching EFL. This study was conducted to help fill this gap, through developing a questionnaire and focusing on the relationship between teachers' teaching experience and educational background, and their beliefs about critical pedagogy. To this end, a critical language pedagogy questionnaire was developed and validated, using factor analysis. The questionnaire was administered to 403 respondents. Pearson Correlation Coefficient and MANOVA were used to analyze the data. The result indicated that there were significant differences among the BA, MA and PhD participants' awareness of critical pedagogy, with the PhD holders found to be the most aware of principles and practices of critical language pedagogy. Furthermore, teachers' teaching experience had a significant relationship with their awareness of critical pedagogy with more experienced teachers scoring higher on the four factors in the questionnaire.

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Section: Introductionmentioning

confidence: 99%

Critical Pedagogy: EFL Teachers’ Views, Experience and Academic Degrees

Mahmoodarabi¹,

Khodabakhsh²

2015

ELT

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“…This helps to dissolve some (though not all) of the hierarchal power inherent in the facilitator/trainee dynamic. It is also a way to model teaching techniques which can create more dynamic and equitable classrooms (Hooks, 1994). Additionally, requiring ELSEE teams to have both an upper executive-level staff (many times the President) and a student-facing staff member was intentional and a powerful strategy.…”

Section: Lifting the Pedagogical Veil/breaking Down Hierarchymentioning

confidence: 99%

Transforming Higher Education through Organizational Meditation: A Story of the Executive Learning Series on Equity & Empowerment

Balajee¹,

Todd²

2018

MUJ

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Equity, diversity, and inclusion are frequently on the lips of higher education professionals yet we struggle to infuse these concepts throughout the academy as evidenced in challenges recruiting faculty of color, graduating students of color, and hostile environments reported by students. The authors posit that this is because, to date, most efforts focus on transactional engagements like training and recruitment to achieve racial equity when what is also needed are transformational strategies that fundamentally shift how higher education is envisioned. This article describes the Executive Learning Series on Equity & Empowerment (ELSEE), which works not to just promote these values but to embody them and transform the academy (and those within it) through a deeper set of interventions, emphasizing the integration of holistic health, spirit based practice, mindfulness, and other practices of decolonization.

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“…After a lifetime of being handed math problems to solve, any student might be forgiven for experiencing alarm at the question, "What problem would you like to solve?" And yet forceful arguments have been made that education that sticks is exactly the education based on this question (Freire 1996;Hooks 2014). Research experiences for undergraduates are known to improve learning and retention (Linn 2015), but usually these are relegated to internships and summer programs.…”

Section: Sticky Mathematics Sticky Biologymentioning

confidence: 99%

Parts of the Whole: Why I Teach This Subject This Way

Wallace¹

2017

Numeracy

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Teaching To Transgress

Cited by 969 publications

References 0 publications

Critical Pedagogy: EFL Teachers’ Views, Experience and Academic Degrees

Critical Pedagogy: EFL Teachers’ Views, Experience and Academic Degrees

Transforming Higher Education through Organizational Meditation: A Story of the Executive Learning Series on Equity & Empowerment

Parts of the Whole: Why I Teach This Subject This Way

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