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Relevant bibliographies by topics / Critical pedagogy. Social justice Teachers Education Arts

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Journal articles

Academic literature on the topic 'Critical pedagogy. Social justice Teachers Education Arts'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Critical pedagogy. Social justice Teachers Education Arts"

1

Dillon, David. "Theatre and Critical Consciousness in Teacher Education." LEARNing Landscapes 2, no. 1 (2008): 179–94. http://dx.doi.org/10.36510/learnland.v2i1.283.

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Education for social justice, or critical pedagogy, is designed to empower learners and often uses the arts as primary pedagogical means. It has gained increasing attention in teacher education in recent years. However, the author’s use of critical approaches to theatre with teacher education students raised serious questions about their limited level of consciousness, or empowerment, but also alternate possibilities, including theatre, for empowering students during their teacher education programs.

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Kulnieks, Andrejs, and Kelly Young. "Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy." LEARNing Landscapes 7, no. 2 (2014): 183–93. http://dx.doi.org/10.36510/learnland.v7i2.659.

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In this article we outline the primary tasks of eco-justice education with a focus on identifying diverse cultural methods for understanding inclusion both theoretically and in educational practices. Eco-justice education involves a critical cultural and linguistic analysis of the interrelatedness of the social and ecological crises. It is through artsinformed eco-justice education practices that we are able to outline the importance of the benefits of dwelling in a learning garden. We offer specific examples of how to enact an eco-justice education curriculum in order to foster the developmen

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3

Rosario-Ramos, Enid Marie. "“Why aren’t there enough of our stories to read?”." English Teaching: Practice & Critique 17, no. 3 (2018): 213–27. http://dx.doi.org/10.1108/etpc-04-2017-0048.

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Purpose This paper aims to draw on the analysis of instruction and student work in an English Language Arts classroom to discuss how teachers may support dispossessed students’ journeys toward radical healing (Ginwright, 2010) by using critically caring pedagogies – pedagogies grounded in teachers’ deep understanding of the systemic inequalities faced by their students and a strong commitment to contributing to social justice. Radical healing involves naming and redefining individual experiences of oppression as collective struggle to express desire and hope (Winn, 2012; 2013; Tuck, 2009). Des

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4

Aronson, Brittany A. "“That’s Much Easier Said than Done”: The Realities of Social Justice Pedagogy in Schools." Journal of Education and Culture Studies 2, no. 3 (2018): 126. http://dx.doi.org/10.22158/jecs.v2n3p126.

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<p><em>Teaching for critical social justice is an attempt by classroom teachers to promote equity within their classrooms. Researchers have analyzed the impact of preservice teachers’ readiness to address social justice issues in their classrooms upon exiting their teacher education programs. However, despite reports of already practicing K-12 teachers’ attempts to teach for social justice in their classrooms, there is little connection to teacher education programs. This postcritical qualitative study addresses the research gap by highlighting the understandings and experiences of

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5

Aronson, Brittany A., Racheal Banda, Ashley Johnson, et al. "The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education." Journal of Curriculum Studies Research 2, no. 2 (2020): 21–39. http://dx.doi.org/10.46303/jcsr.2020.8.

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In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical

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6

Crookes, Graham V. "Critical language pedagogy: an introduction to principles and values." ELT Journal 75, no. 3 (2021): 247–55. http://dx.doi.org/10.1093/elt/ccab020.

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Abstract Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed. A connection is drawn from the possible values held by language teachers to the values espoused by critical language pedagogy. These are specified as democratic values, associated with equality, freedom, and solidarity. Values are identified as a means by which language teachers considering this perspective could approach it.

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7

Hager, Tamar, Magali Peyrefitte, and Carole Davis. "The politics of neoliberalism and social justice: Towards a pedagogy of critical locational encounter." Education, Citizenship and Social Justice 13, no. 3 (2018): 199–206. http://dx.doi.org/10.1177/1746197918793069.

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The neoliberalisation of higher education is gathering pace and momentum on a global scale, albeit with national differences. In this context, a number of challenges and conflicting politics are emerging especially in relation to pedagogical ethos of social justice. Our article analyzes the general characteristics of neoliberal policy and practices worldwide, looking in particular at their impacts on students and teachers alike mainly in relation to the license to exercise critical thinking and social justice. Subsequently, it suggests resisting neoliberal agenda by using radical teaching meth

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8

Franch, Sara. "Global citizenship education: A new ‘moral pedagogy’ for the 21st century?" European Educational Research Journal 19, no. 6 (2020): 506–24. http://dx.doi.org/10.1177/1474904120929103.

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In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in the 21st century. Combining the perspectives that emerge from the scholarly literature with the findings of a qualitative study based on Constructivist and Informed Grounded Theory, the article proposes a typology of GCE ideal-types. The typology illu

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9

West, Gordon Blaine. "“Is This a Safe Space?”: Examining an Emotionally Charged Eruption in Critical Language Pedagogy." Education Sciences 11, no. 4 (2021): 186. http://dx.doi.org/10.3390/educsci11040186.

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Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the aut

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10

Mittal, Devika. "Engaging with ‘Caste’: Curriculum, Pedagogy and Reception." Space and Culture, India 8, no. 1 (2020): 101–10. http://dx.doi.org/10.20896/saci.v8i1.615.

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Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the s

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