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Journal articles on the topic 'Critical theory of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

Wilson, John, and Rex Gibson. "Critical Theory and Education." British Journal of Educational Studies 35, no. 2 (June 1987): 172. http://dx.doi.org/10.2307/3121445.

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2

Tubbs, Nigel. "Becoming critical of critical theory of education." Educational Philosophy and Theory 28, no. 2 (January 1996): 42–54. http://dx.doi.org/10.1111/j.1469-5812.1996.tb00246.x.

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3

Apple, Michael W. "Critical Education, Critical Theory, and the Critical Scholar/Activist." Educational Policy 33, no. 7 (November 4, 2018): 1171–79. http://dx.doi.org/10.1177/0895904818810529.

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In education, the areas of critical policy studies, critical cultural studies, and critical curriculum studies all owe a good deal to a number of people. Among them are Paulo Freire, Raymond Williams, Pierre Bourdieu, Basil Bernstein, and Antonio Gramsci. Yet no such listing would be complete without the inclusion of Stuart Hall. The two books I discuss in this essay provide us with important parts of the reasons many people continue to find in his work—and his life—the kinds of analyses and commitments that point their own work in more substantive, nuanced, and satisfying directions. In many ways, his writings and his life provide a model for what I have called the critical scholar/activist in education.

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4

주연수. "Critical Theory and Christian Education." Journal of Christian Education in Korea ll, no. 49 (March 2017): 73–98. http://dx.doi.org/10.17968/jcek.2017..49.003.

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5

Ledesma, María C., and Dolores Calderón. "Critical Race Theory in Education." Qualitative Inquiry 21, no. 3 (February 25, 2015): 206–22. http://dx.doi.org/10.1177/1077800414557825.

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6

Keeling, Kara. "Critical Theory and Popular Education." Cultural Studies 28, no. 4 (April 16, 2014): 676–89. http://dx.doi.org/10.1080/09502386.2014.902264.

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7

Satel, Sally L. "Critical medical theory." Academic Questions 13, no. 2 (June 2000): 18–27. http://dx.doi.org/10.1007/s12129-000-1064-2.

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8

Paradis, Elise, Laura Nimmon, Dawit Wondimagegn, and Cynthia R. Whitehead. "Critical Theory." Academic Medicine 95, no. 6 (June 2020): 842–45. http://dx.doi.org/10.1097/acm.0000000000003108.

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9

Claris, Lionel, and Donna Riley. "Situation critical: critical theory and critical thinking in engineering education." Engineering Studies 4, no. 2 (August 2012): 101–20. http://dx.doi.org/10.1080/19378629.2011.649920.

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10

Lewis, Tyson. "Utopia and Education in Critical Theory." Policy Futures in Education 4, no. 1 (March 2006): 6–17. http://dx.doi.org/10.2304/pfie.2006.4.1.6.

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11

Kellner, Douglas. "Toward a Critical Theory of Education*." Democracy & Nature 9, no. 1 (March 2003): 51–64. http://dx.doi.org/10.1080/1085566032000074940.

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12

Closson, Rosemary B. "Critical Race Theory and Adult Education." Adult Education Quarterly 60, no. 3 (May 2010): 261–83. http://dx.doi.org/10.1177/0741713609358445.

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13

Walker, Kim. "Challenging Critical Theory in Environmental Education." Environmental Education Research 3, no. 2 (May 1997): 155–62. http://dx.doi.org/10.1080/1350462970030204.

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14

Gibbs, Simon. "Psychology in education: critical theory~practice." Educational Psychology in Practice 31, no. 1 (November 6, 2014): 101–3. http://dx.doi.org/10.1080/02667363.2014.975434.

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15

Dunn, William F. "Education Theory Applied to Critical Care." American Journal of Respiratory and Critical Care Medicine 167, no. 1 (January 2003): 4–5. http://dx.doi.org/10.1164/rccm.2210008.

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16

IV, William F. Tate. "Critical Race Theory and Education: History, Theory, and Implications." Review of Research in Education 22 (1997): 195. http://dx.doi.org/10.2307/1167376.

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17

Claris, L., and D. Riley. "Situation Critical: Critical Theory and Critical Thinking in Engineering Education [Career Advisor]." IEEE Women in Engineering Magazine 7, no. 1 (June 2013): 32–36. http://dx.doi.org/10.1109/mwie.2013.2249993.

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18

Martin, Deirdre, and Nick Peim. "Critical perspectives on activity theory." Educational Review 61, no. 2 (May 2009): 131–38. http://dx.doi.org/10.1080/00131910902844689.

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19

Rexhepi, Jevdet, and Carlos Alberto Torres. "Reimagining Critical Theory." British Journal of Sociology of Education 32, no. 5 (September 2011): 679–98. http://dx.doi.org/10.1080/01425692.2011.596363.

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20

Hyun Sunwoo. "Critical Theory of Society and Moral Education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 37 (December 2011): 213–45. http://dx.doi.org/10.17282/ethics.2011..37.213.

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21

Parker, Laurence. "Critical Race Theory in Education andQualitative Inquiry." Qualitative Inquiry 21, no. 3 (January 20, 2015): 199–205. http://dx.doi.org/10.1177/1077800414557828.

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22

Charles, Harvey. "Toward a critical race theory of education." Contemporary Justice Review 11, no. 1 (March 2008): 63–65. http://dx.doi.org/10.1080/10282580701850413.

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23

Harris, Jessica C. "Toward a critical multiracial theory in education." International Journal of Qualitative Studies in Education 29, no. 6 (April 7, 2016): 795–813. http://dx.doi.org/10.1080/09518398.2016.1162870.

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24

Bloom, Peter N. "Book review: Habermas, Critical Theory, and Education." Management Learning 43, no. 1 (January 31, 2012): 134–37. http://dx.doi.org/10.1177/1350507611426447.

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25

Ladson-Billings, Gloria, and William F. Tate. "Toward a Critical Race Theory of Education." Teachers College Record: The Voice of Scholarship in Education 97, no. 1 (September 1995): 47–68. http://dx.doi.org/10.1177/016146819509700104.

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This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions: (1) race continues to be significant in the United States; (2) U.S. society is based on property rights rather than human rights; and (3) the intersection of race and property creates an analytical tool for understanding inequity. The article concludes with a look at the limitations of the current multicultural paradigm.

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26

Payne, Phillip G. "Performative abstractionism in environmental education: A critical theory of theory." Journal of Environmental Education 50, no. 4-6 (December 2, 2019): 289–320. http://dx.doi.org/10.1080/00958964.2019.1687405.

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27

Hinchey, Patricia. "Reflective Practice, Literature, and Critical Theory." Teaching Education 9, no. 2 (January 1998): 111–18. http://dx.doi.org/10.1080/10476210.1998.10335504.

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28

Cabrera, Nolan L. "Critical Race Theory v. Deficit Models." Equity & Excellence in Education 52, no. 1 (January 2, 2019): 47–54. http://dx.doi.org/10.1080/10665684.2019.1630342.

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29

Holt, Ladd, and Frank Margonis. "CRITICAL THEORY OF A CONSERVATIVE STAMP*." Educational Theory 42, no. 2 (March 1992): 231–50. http://dx.doi.org/10.1111/j.1741-5446.1992.00231.x.

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30

Wilson, Brent, and Peggy Cole. "A critical review of elaboration theory." Educational Technology Research and Development 40, no. 3 (September 1992): 63–79. http://dx.doi.org/10.1007/bf02296843.

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31

Teitelbaum, Kenneth. "Curriculum, conflict, and critical race theory." Phi Delta Kappan 103, no. 5 (February 2022): 47–53. http://dx.doi.org/10.1177/00317217221079979.

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Recent discussions about critical race theory (CRT) have exposed, once again, the heated disagreements that prevail in the United States regarding the nature of its racial past and present. This debate is highly significant in itself, but the dispute is also noteworthy for revealing how quickly a contentious issue can become a lightning rod for considerations of what students should learn. This article addresses CRT and the role it can play in helping to explore past and current racial politics; the value of placing the current controversy within the context of a long history of curriculum conflict; and the need for critical reflection, active collaboration, and courage among educators.

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32

Hlebowitsh, Peter S. "CRITICAL THEORY VERSUS CURRICULUM THEORY: RECONSIDERING THE DIALOGUE ON DEWEY." Educational Theory 42, no. 1 (December 1992): 69–82. http://dx.doi.org/10.1111/j.1741-5446.1992.00069.x.

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33

Norris, Stephen P., and Linda M. Phillips. "Explanations of Reading Comprehension: Schema Theory and Critical Thinking Theory." Teachers College Record: The Voice of Scholarship in Education 89, no. 2 (December 1987): 281–306. http://dx.doi.org/10.1177/016146818708900205.

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34

CARR, WILFRED. "Critical Theory and Educational Studies." Journal of Philosophy of Education 21, no. 2 (December 1987): 287–95. http://dx.doi.org/10.1111/j.1467-9752.1987.tb00169.x.

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35

LAKOMSKI, GABRIELE. "CRITICAL THEORY AND EDUCATIONAL ADMINISTRATION." Journal of Educational Administration 25, no. 1 (January 1987): 85–100. http://dx.doi.org/10.1108/eb009927.

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36

Gilani-Williams, Fawzia. "Islamic Critical Theory: A Tool for Emancipatory Education." International Journal of Islamic Thought 5, no. 1 (June 1, 2014): 16–27. http://dx.doi.org/10.24035/ijit.05.2014.003.

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37

Smith, Andrea N. "Critical Race Theory: Disruption in Teacher Education Pedagogy." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 52–71. http://dx.doi.org/10.46303/jcve.03.01.4.

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Teacher education programs are charged with preparing teacher candidates to successfully educate student populations that are more racially and culturally diverse than ever. However, a look at graduation rates among teacher education programs proves that the majority still produce, on average, a teaching force that is 80% White, although White students make up less than 49% the total Kindergarten-12th grade public school population (U.S. Department of Education, 2016). Absent from the dialogue on diversity in teacher education is a discussion on how race and racism are institutionalized and maintained within such programs (Sleeter, 2016). In this article, the use of Critical Race Theory (CRT) offers tools to examine the role of race and racism in teacher education. I further consider the role CRT can play in the disruption of postsecondary rhetoric about teacher education programs. Focus is placed on my own experiences in a Teaching Internship Seminar course when applying the structures of CRT to encourage conversations on disruptive practices that facilitate social justice in a course within a teacher preparation program. The tenets of interest convergence and permanence of racism are examined in the context of course development as pedagogical practices that disrupt normative patterns in teacher education. I conclude by envisioning how faculty in teacher education programs might address these challenges in such a way that offers suggestions derived from these tenets.

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38

Brookfield, Stephen. "A Critical Theory of Adult and Community Education." International Journal of Adult Vocational Education and Technology 3, no. 3 (July 2012): 1–15. http://dx.doi.org/10.4018/javet.2012070101.

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Critical theory is one of the most influential theoretical frameworks influencing scholarship within the field of adult and community education. This chapter outlines what constitute the chief elements of critical theory using Horkheimer’s (1937/1995) classic essay as a touchstone for this analysis. It argues for a set of adult learning tasks that are embedded in this analysis and that apply both to formal adult education settings and informal learning projects carried out in communities. Future likely trends are the extension of critical theory’s unit of analysis to include race, class, gender, disability, and sexual identity, and critical analysis of digital technologies.

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39

Sandars, John Edward. "Critical theory and the scholarship of medical education." International Journal of Medical Education 7 (August 3, 2016): 246–47. http://dx.doi.org/10.5116/ijme.5780.e0e5.

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40

PEUKERTRUTH, HELMUT. "Basic Problems of a Critical Theory of Education." Journal of Philosophy of Education 27, no. 2 (December 1993): 159–69. http://dx.doi.org/10.1111/j.1467-9752.1993.tb00652.x.

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41

Frost, Peter J. "Building Bridges between Critical Theory and Management Education." Journal of Management Education 21, no. 3 (August 1997): 361–67. http://dx.doi.org/10.1177/105256299702100307.

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42

Retallick, John A. "EDUCATIONAL LEADERSHIP IN A CRITICAL THEORY OF EDUCATION." Discourse: Studies in the Cultural Politics of Education 12, no. 1 (October 1991): 100–112. http://dx.doi.org/10.1080/0159630910120106.

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43

Morrison, Keith. "Bringing Progressivism into a Critical Theory of Education." British Journal of Sociology of Education 10, no. 1 (March 1989): 3–18. http://dx.doi.org/10.1080/0142569890100101.

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44

Waks, Leonard J. "Critical theory and curriculum practice in STS education." Journal of Business Ethics 8, no. 2-3 (1989): 201–7. http://dx.doi.org/10.1007/bf00382585.

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45

Brayboy, Bryan McKinley Jones. "Toward a Tribal Critical Race Theory in Education." Urban Review 37, no. 5 (December 2005): 425–46. http://dx.doi.org/10.1007/s11256-005-0018-y.

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46

Josephsen, Jayne. "Critically Reflexive Theory: A Proposal for Nursing Education." Advances in Nursing 2014 (July 24, 2014): 1–7. http://dx.doi.org/10.1155/2014/594360.

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Nursing is a discipline in transition. As the complexity and acuity of patients increase, nurses are taking on a more comprehensive role in health care leadership and patient outcomes. As the discipline has evolved so has the curricular framework of nursing educational programs, moving from being based on a specific nursing theory, to a general metaparadigm, to the current focus on meeting curricular content standards developed by national accrediting agencies. When considering the skills needed to fully engage in critical thinking and patient advocacy there may be room for an additional curricular focus: that of metacognitive development based on critical theory and constructivism. The empowerment of students via metacognitive and self-evaluative practices also supports the critical theory pedagogy. If graduating nurses are presented with a cohesive and comprehensive curriculum that meets the need for competent and critically reflexive nurses the discipline of nursing can continue to expand in function and voice. The use of metacognition, constructivism, competency, and critical pedagogies in a unified and broad curricular framework allows for the development of these essential skills in contemporary nursing practice. This paper presents this innovative curricular framework that embodies these various teaching and learning perspectives.

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47

Ferrara, Alessandro. "Rousseau and Critical Theory." Brill Research Perspectives in Critical Theory 1, no. 1 (August 22, 2017): 1–55. http://dx.doi.org/10.1163/24519529-12340001.

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InRousseau and Critical Theory, Alessandro Ferrara argues that among the modern philosophers who have shaped the world we inhabit, Rousseau is the one to whom we owe the idea that identity can be a source of normativity (moral and political) and that an identity’s potential for playing such a role rests on its capacity for being authentic. This normative idea of authenticity brings unity to Rousseau’s reflections on the negative effects of the social order, on the just political order, on education, and more generally, on ethics. It is also shown to contain important teachings for contemporary Critical Theory, contemporary views of self-constitution (Korsgaard, Frankfurt and Larmore), and contemporary political philosophy.

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48

Tate, William F. "Chapter 4: Critical Race Theory and Education: History, Theory, and Implications." Review of Research in Education 22, no. 1 (January 1997): 195–247. http://dx.doi.org/10.3102/0091732x022001195.

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49

Irawan, Nico, and Ali Mustofa. "Communication and capitalism: a critical theory." Asian Journal of Communication 32, no. 1 (January 2, 2022): 67–69. http://dx.doi.org/10.1080/01292986.2021.2024239.

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50

Lynn, Steven. "A Passage into Critical Theory." College English 52, no. 3 (March 1990): 258. http://dx.doi.org/10.2307/377749.

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