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Thematische Bibliographien / Critical pedagogy / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Critical pedagogy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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1

Syabarrudin, Agus, Imamudin Imamudin, and Marlina Saptariana. "CRITICAL PEDAGOGY IN THE DIGITAL ERA." JURNAL EDUSCIENCE 10, no. 1 (2023): 159–64. http://dx.doi.org/10.36987/jes.v10i1.3917.

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In the 4.0 industrial revolution, the world of education has taken advantage of developing technology. In this case, pedagogy which is the science of educating, play an important role. Therefore, this study was conducted to find out more about role of pedagogy. This research was conducted through literature review research methods. In fact, in this digital era, there is a gap. Namely that students are more adept at adapting technology compared to educators, this is what makes educators have to study, master, and adapt technology, especially in the teaching and learning process takes place whil

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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as th

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3

McLaren, Peter. "Critical Pedagogy." Teaching Education 9, no. 2 (1998): 37–38. http://dx.doi.org/10.1080/10476210.1998.10335492.

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4

Mclaren, Peter. "Critical Pedagogy." Teaching Education 9, no. 1 (1997): 1. http://dx.doi.org/10.1080/1047621970090101.

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5

Roy, Alice, Anne DiPardo, Eleanor Kutz, et al. "Critical Literacy, Critical Pedagogy." College English 56, no. 6 (1994): 693. http://dx.doi.org/10.2307/378317.

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6

Waliyadin, Waliyadin, Zaharil Anasy, and Desi Nahartini. "EXPLORING TEACHER EDUCATORS’ UNDERSTANDING OF CRITICAL PEDAGOGY AND ITS IMPLEMENTATION IN THE ENGLISH READING CLASS." IJEE (Indonesian Journal of English Education) 10, no. 1 (2023): 182–206. http://dx.doi.org/10.15408/ijee.v10i1.31894.

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ABSTRACTGrounded in the Freire’s (1971) critical pedagogy premise stating that education should impact social change and reading words should be followed by reading the world, this study explores the experiences of English language teachers who teach English reading classes with the critical pedagogy approach. We employed qualitative research with a case study as the research design to dig into the depth of teachers’ perspectives. The data were garnered through in-depth interviews with four lecturers and analyzed following Braun and Clarke’s (2006) thematic analysis. The present study revealed

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7

홍은영. "Is critical pedagogy self-critical?" Korean Journal of Philosophy of Education 34, no. 1 (2012): 205–27. http://dx.doi.org/10.15754/jkpe.2012.34.1.010.

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8

Crocco, Francesco. "Critical Gaming Pedagogy." Radical Teacher, no. 91 (September 11, 2011): 26–41. http://dx.doi.org/10.5406/radicalteacher.91.0026.

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9

Avery, Jon. "Critical Thinking Pedagogy." Inquiry: Critical Thinking Across the Disciplines 14, no. 1 (1994): 49–57. http://dx.doi.org/10.5840/inquiryctnews199414112.

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10

Deanna L., Fassett, and Warren John T. "Critical Communication Pedagogy." Southern Communication Journal 72, no. 3 (2007): 304–7. http://dx.doi.org/10.1080/10417940701533732.

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11

Alsup, Janet. "Contextualizing Critical Pedagogy." Pedagogy 1, no. 2 (2001): 429–34. http://dx.doi.org/10.1215/15314200-1-2-429.

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12

Lam, K. D. "Relocating Critical Pedagogy." Radical History Review 2008, no. 102 (2008): 12–14. http://dx.doi.org/10.1215/01636545-2008-003.

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13

Borsheim-Black, Carlin, Michael Macaluso, and Robert Petrone. "Critical Literature Pedagogy." Journal of Adolescent & Adult Literacy 58, no. 2 (2014): 123–33. http://dx.doi.org/10.1002/jaal.323.

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14

Ribeiro, Márden De Pádua. "Por uma pedagogia crítica (By a critical pedagogy)." Crítica Educativa 2, no. 2 (2017): 231. http://dx.doi.org/10.22476/revcted.v2i2.59.

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O artigo trata-se da defesa de uma concepção crítica de Pedagogia amparado, sobretudo, em McLaren (1997). Convida-se o leitor a uma reflexão acerca da Pedagogia crítica como uma alternativa possível ao campo da formação de professores. Ressalta-se a politização da educação como necessária a uma postura de luta constante pela transformação social. Entendendo a formação de professores como um campo em disputa, a Pedagogia crítica torna-se uma saída viável para o educador que se compromete com justiça social, em busca de menos desigualdade. Compromete-se, assim, com a lógica dos oprimidos, a favo

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Yates, Lyn. "Feminist Pedagogy Meets Critical Pedagogy Meets Poststructuralism." British Journal of Sociology of Education 15, no. 3 (1994): 429–37. http://dx.doi.org/10.1080/0142569940150309.

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16

Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.

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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western c

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Clark, Lauren B. "Critical pedagogy in the university: Can a lecture be critical pedagogy?" Policy Futures in Education 16, no. 8 (2018): 985–99. http://dx.doi.org/10.1177/1478210318787053.

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In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher educ

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Aslan Tutak, Fatma, Elizabeth Bondy, and Thomasenia L. Adams. "Critical pedagogy for critical mathematics education." International Journal of Mathematical Education in Science and Technology 42, no. 1 (2011): 65–74. http://dx.doi.org/10.1080/0020739x.2010.510221.

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19

Guilherme, Alexandre. "What is critical about critical pedagogy?" Policy Futures in Education 15, no. 1 (2017): 3–5. http://dx.doi.org/10.1177/1478210317696357.

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20

Fitzpatrick, Katie, and Darren Powell. "CRITICAL PEDAGOGY AND NEOLIBERALISM." Movimento (ESEFID/UFRGS) 25 (November 15, 2019): e25065. http://dx.doi.org/10.22456/1982-8918.96638.

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Neste artigo, nós refletimos sobre as possibilidade e responsabilidades da pedagogia crítica em relação ao neoliberalismo e a Educação Física. Ao explorar essas ideias, nós também discutimos os problemas da definição, bem como o colapso e confusão de termos como pedagogia crítica, pesquisa crítica e saúde crítica e Educação Física, bem como a problemática posição do neoliberalismo nos estudos críticos. Embora exista um crescente corpo de pesquisas que iluminam as nuanças e onipresença das políticas e práticas neoliberais em HPE – tanto em contextos globais e em contextos sociais específicos –

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21

Smith, Amanda E. "Critical Narrative as Pedagogy." Journal for Peace and Justice Studies 25, no. 1 (2015): 105–10. http://dx.doi.org/10.5840/peacejustice20152515.

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Smith, Amanda E. "Critical Narrative as Pedagogy." Journal for Peace and Justice Studies 26, no. 1 (2016): 91–96. http://dx.doi.org/10.5840/peacejustice20162614.

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23

Carter, Don. "Critical narrative as pedagogy." Studies in Continuing Education 41, no. 1 (2017): 129–30. http://dx.doi.org/10.1080/0158037x.2017.1384621.

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24

el-Malik, Shiera S. "Critical pedagogy as interruptingThingification." Critical Studies on Security 1, no. 3 (2013): 361–64. http://dx.doi.org/10.1080/21624887.2013.850230.

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25

Allen, Ricky Lee. "Whiteness and Critical Pedagogy." Educational Philosophy and Theory 36, no. 2 (2004): 121–36. http://dx.doi.org/10.1111/j.1469-5812.2004.00056.x.

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26

DIXSON, ADRIENNE. "The Critical Pedagogy Reader." Teachers College Record: The Voice of Scholarship in Education 106, no. 5 (2004): 1001–4. http://dx.doi.org/10.1177/016146812004106051001.

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27

Jardine, Patricia Gail. "Feminisms and Critical Pedagogy." Journal of Educational Thought / Revue de la Pensée Educative 28, no. 3 (2018): 337–40. http://dx.doi.org/10.55016/ojs/jet.v28i3.52373.

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28

Tamas, Peter. "The critical pedagogy reader." International Journal of Educational Development 24, no. 2 (2004): 224–25. http://dx.doi.org/10.1016/j.ijedudev.2003.11.004.

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29

Hayes, D. "Against critical thinking pedagogy." Arts and Humanities in Higher Education 14, no. 4 (2015): 318–28. http://dx.doi.org/10.1177/1474022215592248.

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30

Neumann, Jacob W. "CRITICAL PEDAGOGY AND FAITH." Educational Theory 61, no. 5 (2011): 601–19. http://dx.doi.org/10.1111/j.1741-5446.2011.00423.x.

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31

Gounari, Panayota, Jeremiah Morelock, and Felipe Ziotti Narita. "Critical pedagogy and beyond." Cadernos CIMEAC 12, no. 3 (2022): 8–20. http://dx.doi.org/10.18554/cimeac.v12i3.6622.

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32

Stevenson, Robert B. "A critical pedagogy of place and the critical place(s) of pedagogy." Environmental Education Research 14, no. 3 (2008): 353–60. http://dx.doi.org/10.1080/13504620802190727.

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33

Apriyanto, Ade, Wawan Setiawardani, and Eri Yusron. "CRITICAL PEDAGOGY: THE ROLE OF STUDENT DIGITAL LITERACY IN UNDERSTANDING CRITICAL PEDAGOGY." PrimaryEdu : Journal of Primary Education 5, no. 2 (2021): 235. https://doi.org/10.22460/pej.v5i2.2752.

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Technological developments encourage students to adapt and must be able to control technology with digital literacy. Critical pedagogy understanding can be the basis for students in developing pedagogy mindsets and skills. The purpose of this study is to explore how digital literacy influences students' critical pedagogy understanding. The method in this research uses an exploration method with a quantitative approach. The sample in this study is a student at one of the universities in West Java. The instrument used is a questionnaire instrument containing students' digital literacy and a test

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34

Luitel, Bal Chandra, Niroj Dahal, and Binod Prasad Pant. "Critical Pedagogy: Future and Hope." Journal of Transformative Praxis 3, no. 1 (2022): 1–8. http://dx.doi.org/10.51474/jrtp.v3i1.599.

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Critical pedagogy is a pedagogical philosophy and social movement founded on the notion of critical social theories and paradigms. Critical pedagogy encompasses a wide range of topics, including future and hope. Whilst developing educational programs, implementing pedagogies, and responding to humanitarian crises, critical pedagogy becomes a basis for examining deep-seated values, beliefs and assumptions that might otherwise challenge empowering, equitable and socially just educational and social systems (Luitel & Dahal, 2020). Such a process is, without doubt, an important component of re

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35

Brookfield, Stephen. "Putting the Critical Back into Critical Pedagogy." Journal of Transformative Education 1, no. 2 (2003): 141–49. http://dx.doi.org/10.1177/1541344603001002007.

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36

López Olivera, Silvio Fabian, and Lina María Martínez. "Critical Pedagogy: A Journey from Its Origins to Critical Pedagogy in Colombian Education." Ciencia Latina Revista Científica Multidisciplinar 7, no. 5 (2023): 4170–84. http://dx.doi.org/10.37811/cl_rcm.v7i5.8021.

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A great revolution in the way teachers and educators see language teaching and learning, and its scope has started to gain weight in the last decades, all brought about by the extraordinary emerging research and theories to change this traditional view. Language teaching and learning have moved from the classroom settings, where the focus was just on what happens in the classroom, to more pressing matters, and now they aim to develop more than language skills (listening, speaking, reading, writing, and the like). Instead, they intent to develop critical thinking, critical and political conscio

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37

Zieliński, Paweł. "The Relationships and Differences of the Kantian Philosophy and Pedagogy in Regard to Postmodern Pedagogic." Studia Edukacyjne, no. 48 (April 15, 2018): 115–32. http://dx.doi.org/10.14746/se.2018.48.8.

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The aim of the study is articulated in the title. The author is reconstructing Kantian philosophy and pedagogic, the thesis of postmodernism and post-modern pedagogic and indicates the relationships and differences of those two systems. Both Kant and the Baden-based neo-Kantians enabled the emancipation of the humanities. The Kantian model of pedagogy was the basis for pedagogic directions, belonging to the meta-theory of humanistic education and critical pedagogy, especially the postmodern one. There are clear links with Kantian ideas of pedagogy, the way to capture the role of dignity, knowl

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38

Shih, Yi-Huang. "Some Critical Thinking on Paulo Freire’s Critical Pedagogy and Its Educational Implications." International Education Studies 11, no. 9 (2018): 64. http://dx.doi.org/10.5539/ies.v11n9p64.

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Through critical interpretation, this paper aims to critically think about some points of Paulo Freire’s critical pedagogy and its educational implications. Firstly, this paper explores the influence of life experiences and the Frankfort School on the development of Freire’s critical pedagogy. Secondly, it aims to critically assess some points of Freire’s critical pedagogy, and illuminate their educational implications. The following points of his critical pedagogy are included: (1) education as the practice of freedom, and (2) dialogue, problem-posing education and conscientization. It is hop

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39

Thelin, William H. "Understanding Problems in Critical Classrooms." College Composition & Communication 57, no. 1 (2005): 114–41. http://dx.doi.org/10.58680/ccc20054014.

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Some scholarship suggests that critical pedagogy should be abandoned for more pragmatic goals. While the democratic and political sensibilities of critical pedagogy require more from the instructor, classrooms that on the surface do not appear to work in teaching students should not be seen as signs that the pedagogy is not worth the extra effort. The classroom experience recounted in this piece suggests that blundered implementation can function as an opportunity to advance knowledge and to understand the ongoing project of critical pedagogy, strengthening it even as we realize that critical

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40

Utami, Ichwani Siti, and Adam Alfian. "KONSEP CRITICAL PEDAGOGY HENRY A. GIROUX." Jurnal Pendidikan Kewarganegaraan 4, no. 2 (2017): 145. http://dx.doi.org/10.32493/jpkn.v4i2.y2017.p145-154.

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This article to discuss the critical pedagogy Henry A. Giroux, trough a philosophical-historical approach with the type of literature study. Giroux is one of the thinkers as well as developing critical pedagogy, the author tries to describe the concept of critical pedagogy Henry A. Giroux in some of his works. Critical pedagogy is not the new discourse in the scientific field of education in Indonesian, but the authors consider it necessary to reintroduce the concept of critical pedagogy, especially for those who focus on critical theory studies that have been developed by Frankfurt School. An

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41

Aksakallı, Ayhan. "The Educational Beliefs of Teachers about Critical Pedagogy." Journal of Qualitative Research in Education 7, no. 2 (2019): 1–23. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.2s.6m.

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42

Coelho, Allan Da Silva. "Legitimation theological of suffering as pedagogy: critical in Veena Das." Educação 40, no. 1 (2017): 41. http://dx.doi.org/10.15448/1981-2582.2017.1.22628.

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understand the relationship that the Indian anthropologist Veena Das articulates between pedagogy and theodicies in social legitimacy of human suffering. How the theological legitimacy of suffering constitute pedagogic fundamentals of practices that educate the body and administer the sense of living in the framework of the capitalist ethos? For Das, a theodicy, as necessary suffering, displaced from the religious to the secular uses pain and suffering as a basis for Pedagogy. In Modernity, pain and suffering are played in the symbolic universe, the configuration and adherence to modern apital

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43

Bizzell, Patricia. "Power, Authority, and Critical Pedagogy." Journal of Basic Writing 10, no. 2 (1991): 54–70. http://dx.doi.org/10.37514/jbw-j.1991.10.2.04.

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44

Kubota, Ryuko. "Critical antiracist pedagogy in ELT." ELT Journal 75, no. 3 (2021): 237–46. http://dx.doi.org/10.1093/elt/ccab015.

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Abstract Antiracism constitutes an important component of social justice in ELT. Yet, discussing racism is often evaded, leaving the concept of racism inadequately understood. This article aims to illuminate racism and invite readers to engage in race-aware discourses and enact critical antiracism. I first outline key issues, including what race is, how race and language are related, and what different forms of racism exist. The complex nature of racism invites ELT professionals to engage in critical antiracist pedagogy, which requires de-essentializing, de-simplifying, de-silencing, and decol

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Kumar, Manish. "Critical Pedagogy in English Classrooms." Educational Quest- An International Journal of Education and Applied Social Sciences 6, no. 2 (2015): 91. http://dx.doi.org/10.5958/2230-7311.2015.00013.6.

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46

Jaramillo, Nathalia E., Peter McLaren, and Fernando Lázaro. "A Critical Pedagogy of Recuperation." Policy Futures in Education 9, no. 6 (2011): 747–58. http://dx.doi.org/10.2304/pfie.2011.9.6.747.

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Goldfarb, Brian. "Video Activism and Critical Pedagogy." Afterimage 20, no. 10 (1993): 4–8. http://dx.doi.org/10.1525/aft.1993.20.10.4.

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48

Trend, David. "Critical Pedagogy and Cultural Power." Afterimage 18, no. 4 (1990): 15–17. http://dx.doi.org/10.1525/aft.1990.18.4.15.

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49

Harrison, Faye V. "Towards a more Critical Pedagogy." Transforming Anthropology 1, no. 1 (1990): 18–21. http://dx.doi.org/10.1525/tran.1990.1.1.18.

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50

Livesay, J. Michael, and David W. Livingstone. "Critical Pedagogy and Cultural Power." Contemporary Sociology 17, no. 3 (1988): 409. http://dx.doi.org/10.2307/2069697.

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