subject:(Critical pedagogy)

University of Georgia

1. Tucker, Erika Yvette. Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community.

Degree: PhD, English Education, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd

► Rarely are students allowed opportunities to conduct research on issues or topics of relevance to their school and community lives. The purpose of this critical… (more)

Subjects/Keywords: critical pedagogy

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APA (6^th Edition):

Tucker, E. Y. (2015). Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd

Chicago Manual of Style (16^th Edition):

Tucker, Erika Yvette. “Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community.” 2015. Doctoral Dissertation, University of Georgia. Accessed June 20, 2019. http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd.

MLA Handbook (7^th Edition):

Tucker, Erika Yvette. “Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community.” 2015. Web. 20 Jun 2019.

Vancouver:

Tucker EY. Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Jun 20]. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd.

Council of Science Editors:

Tucker EY. Critical scholars investigate (CSI): engaging students in research on issues related to schooling and community. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/tucker_erika_y_201505_phd

Texas A&M University

2. Thomas, Brad 1974-. Teaching Against Tradition: Historical Preludes to Critical Pedagogy.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/150941

► This dissertation revises the historical narrative of critical pedagogy in college writing classrooms. It argues that the key principles of critical pedagogy, first articulated by… (more)

Subjects/Keywords: Composition; Critical Pedagogy

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APA (6^th Edition):

Thomas, B. 1. (2012). Teaching Against Tradition: Historical Preludes to Critical Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/150941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Web. 20 Jun 2019.

Vancouver:

Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/150941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/150941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Rutgers University

3. Marlor, Chantelle, 1969. Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers.

Degree: PhD, Sociology, 2009, Rutgers University

URL: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377

►

This dissertation is an exploration of the various ways in which knowledge practitioners come to know about a subject. Using four case studies of marine… (more)

Subjects/Keywords: Critical pedagogy; Ethnology

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APA (6^th Edition):

Marlor, Chantelle, 1. (2009). Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377

Chicago Manual of Style (16^th Edition):

Marlor, Chantelle, 1969. “Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers.” 2009. Doctoral Dissertation, Rutgers University. Accessed June 20, 2019. http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377.

MLA Handbook (7^th Edition):

Marlor, Chantelle, 1969. “Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers.” 2009. Web. 20 Jun 2019.

Vancouver:

Marlor, Chantelle 1. Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers. [Internet] [Doctoral dissertation]. Rutgers University; 2009. [cited 2019 Jun 20]. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377.

Council of Science Editors:

Marlor, Chantelle 1. Ways of knowing: epistemology, ontology, and community among ecologists, biologists and First Nations clam diggers. [Doctoral Dissertation]. Rutgers University; 2009. Available from: http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000051377

University of Kansas

4. Simmons, Dion LaMont. Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy.

Degree: MA, English, 2017, University of Kansas

URL: http://hdl.handle.net/1808/25978

► Critical pedagogues across a multitude of disciplines continually search for effective pedagogical tools and practices that can efficiently create a student-centered empowering critical classroom. In… (more)

Subjects/Keywords: Pedagogy; Critical pedagogy; HBCU; HBCU pedagogy; mentorship

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APA (6^th Edition):

Simmons, D. L. (2017). Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/25978

Chicago Manual of Style (16^th Edition):

Simmons, Dion LaMont. “Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy.” 2017. Masters Thesis, University of Kansas. Accessed June 20, 2019. http://hdl.handle.net/1808/25978.

MLA Handbook (7^th Edition):

Simmons, Dion LaMont. “Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy.” 2017. Web. 20 Jun 2019.

Vancouver:

Simmons DL. Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy. [Internet] [Masters thesis]. University of Kansas; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1808/25978.

Council of Science Editors:

Simmons DL. Mentorship at the HBCU: An Alternative Approach to Critical Pedagogy. [Masters Thesis]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25978

Washington State University

5. [No author]. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .

Degree: 2017, Washington State University

URL: http://hdl.handle.net/2376/13066

► Success in college is topic that is continually debated and contested, specifically, with respect to identifying how it is defined, operationalized, and fostered. The first-year… (more)

▼ Success in college is topic that is continually debated and contested, specifically, with respect to identifying how it is defined, operationalized, and fostered. The first-year experience is a phrase used to describe the intricacies and associated issues of being a first-year student in college. This study addressed the limited research and literature illuminating the complexities of creating a critical pedagogical classroom environment that challenges student identity and epistemological assumptions in first-year experience seminars. Furthermore, the relevant literature contains few studies directly pertaining to how this classroom approach may help fulfill institutional and first-year experience programmatic goals. This study aimed to challenge students to examine their epistemological assumptions and identity and to provide insight into how first-year students engage with and respond to a critical pedagogical learning environment. Using case study methodology, I employed critical pedagogy and challenged students to examine their epistemological assumptions and identity. Results from this case study revealed three major themes. The three themes were A Critical Pedagogy of Respect, Caring, and Listening, A Critical Pedagogy of Identity, and A Critical Pedagogy of Dialogue and Analysis. The participating students in this case study, both primary and general participants, responded positively to an instructional technique and curriculum centering on critical pedagogy. In addition, participant response indicated the need for teachers to engage in critical self-reflection, and that teachers need to be more direct in challenging student critical analysis. Conclusions generated from the aforementioned themes support the positive response of participants in a first-year experience seminar. Additionally, how teachers must interrogate their positionality and process the impact teacher positionality has on the learning environment. Moreover, concluding results indicate that first-year students appreciate a learning process that is collaborative, engaging, and reflective, and that works from a critical analytical perspective. Advisors/Committee Members: Rud, AG (advisor).

Subjects/Keywords: Higher education; Pedagogy; Curriculum development; Critical Pedagogy

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APA (6^th Edition):

author], [. (2017). The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/13066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .” 2017. Thesis, Washington State University. Accessed June 20, 2019. http://hdl.handle.net/2376/13066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum .” 2017. Web. 20 Jun 2019.

Vancouver:

author] [. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . [Internet] [Thesis]. Washington State University; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2376/13066.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum . [Thesis]. Washington State University; 2017. Available from: http://hdl.handle.net/2376/13066

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Cincinnati

6. Titsworth, Karen Cozetta. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.

Degree: EdD, Education : Literacy, 2008, University of Cincinnati

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433

► Using elements of participatory action inquiry, this dissertation research project seeks to explore the impact of mothering practices as a way to influence, contribute… (more)

Subjects/Keywords: Literacy; mothering; critical literacy pedagogy

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APA (6^th Edition):

Titsworth, K. C. (2008). Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433

Chicago Manual of Style (16^th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Doctoral Dissertation, University of Cincinnati. Accessed June 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

MLA Handbook (7^th Edition):

Titsworth, Karen Cozetta. “Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community.” 2008. Web. 20 Jun 2019.

Vancouver:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Internet] [Doctoral dissertation]. University of Cincinnati; 2008. [cited 2019 Jun 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433.

Council of Science Editors:

Titsworth KC. Moving beyond blame and shame: Rethinking mothering practices in an urban Appalachian community. [Doctoral Dissertation]. University of Cincinnati; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212171433

University of Exeter

7. Chandella, Nayyer Iqbal Ali. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.

Degree: Thesis (EdD), 2011, University of Exeter

URL: http://hdl.handle.net/10036/3318

► Dialogic pedagogy involves students as critical inquirers, who can analyze their perspectives and attitudes. Dialogic creates liminal space (Buber, 1965) where conversation generates knowledge and… (more)

▼ Dialogic pedagogy involves students as critical inquirers, who can analyze their perspectives and attitudes. Dialogic creates liminal space (Buber, 1965) where conversation generates knowledge and personal relations. I intend to explore these ‘dialogic spaces’ where a group of 20 students and their teacher engage in dialogue around literary texts in an advanced English composition and literature major class of female students of one university in United Arab Emirates (UAE). My study takes further, growing interest in the value of dialogical process in second language learning. It describes the ways in which learners engaged in dialogical process begin to challenge perspectives and power relations. Because of the positive response that followed the sessions (conducted for the pilot study), I wanted to explore the process in relation to gender and culture. My dissertation research takes further the questions raised in the assignment study. I want to consider the conditions that will allow perspectives to remain in dialogue. My research explores how dialogic literacy practices function in relation to particular cultural and ideological discourses (Fairclough, 1992; Gee, 1996; Luke, 1991). The data include: class observations, field notes, semi-structured interviews (of students and the teacher) and writing assignments. The study employs an exploratory research design to discover and understand perspectives of the people involved (Merriam, 1998). I therefore emphasize that the analyses of the data are offered as partial and unfinished interpretations based on a specific theoretical framework. Although the research findings cannot be generalized across all female students in the UAE, they provide some insight into the learning experiences and preferences of Emirati women. Knowledge is finding light in darkness and staying warm in the cold. This is the knowledge our students must acquire. Not facts and theories, but a deep knowing (O’Reilley, 1998). Thus it seems appropriate to me to call this study, ‘the lighting of a fire’ (W.B.Yeats).

Subjects/Keywords: 371.3; TESOL : critical pedagogy : dialogic

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APA (6^th Edition):

Chandella, N. I. A. (2011). The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3318

Chicago Manual of Style (16^th Edition):

Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Doctoral Dissertation, University of Exeter. Accessed June 20, 2019. http://hdl.handle.net/10036/3318.

MLA Handbook (7^th Edition):

Chandella, Nayyer Iqbal Ali. “The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE.” 2011. Web. 20 Jun 2019.

Vancouver:

Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10036/3318.

Council of Science Editors:

Chandella NIA. The lighting of a fire : the value of dialogic in the teaching and learning of literature for EF/SL learners at the university-level in UAE. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3318

University of Wisconsin – La Cross

8. Swedeen, Scott T. First Steps in Critical Literacy.

Degree: 2011, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/54425

► This thesis study examines the experience of a class of teacher education students learning about and working with critical literacy. The study specifically focuses on… (more)

Subjects/Keywords: Literacy – social aspects; Critical pedagogy

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APA (6^th Edition):

Swedeen, S. T. (2011). First Steps in Critical Literacy. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/54425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Thesis, University of Wisconsin – La Cross. Accessed June 20, 2019. http://digital.library.wisc.edu/1793/54425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Web. 20 Jun 2019.

Vancouver:

Swedeen ST. First Steps in Critical Literacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2019 Jun 20]. Available from: http://digital.library.wisc.edu/1793/54425.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Swedeen ST. First Steps in Critical Literacy. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/54425

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manitoba

9. Woodard, Rosemary. Literacy for liberation: a Haitian case study.

Degree: Curriculum, Teaching and Learning, 2011, University of Manitoba

URL: http://hdl.handle.net/1993/4898

► This qualitative study of an adult literacy program, Literacy for Liberation, operated by a non-governmental organization and serving a marginalized demographic in Haiti, considered the… (more)

Subjects/Keywords: Freire; critical pedagogy; transformation; marginalized

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APA (6^th Edition):

Woodard, R. (2011). Literacy for liberation: a Haitian case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4898

Chicago Manual of Style (16^th Edition):

Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Masters Thesis, University of Manitoba. Accessed June 20, 2019. http://hdl.handle.net/1993/4898.

MLA Handbook (7^th Edition):

Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Web. 20 Jun 2019.

Vancouver:

Woodard R. Literacy for liberation: a Haitian case study. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1993/4898.

Council of Science Editors:

Woodard R. Literacy for liberation: a Haitian case study. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4898

Vanderbilt University

10. Mang, Maggie. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.

Degree: MA, Medicine, Health, and Society, 2019, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;

► Open in Emergency (OiE) is the 2016 fall/winter special issue of the Asian American Literary Review (AALR), a small, arts non-profit based out of Washington… (more)

Subjects/Keywords: pedagogy; design; critical psychiatry; unwellness

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APA (6^th Edition):

Mang, M. (2019). Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;

Chicago Manual of Style (16^th Edition):

Mang, Maggie. “Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Masters Thesis, Vanderbilt University. Accessed June 20, 2019. http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;.

MLA Handbook (7^th Edition):

Mang, Maggie. “Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Web. 20 Jun 2019.

Vancouver:

Mang M. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Internet] [Masters thesis]. Vanderbilt University; 2019. [cited 2019 Jun 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;.

Council of Science Editors:

Mang M. Contesting Compulsory Mental Wellness: Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Masters Thesis]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-03252019-175726/ ;

Georgia State University

11. Anderson, Morgan. Humanization in the Digital Age: A Critique of Technophilia in Education.

Degree: PhD, Educational Policy Studies, 2018, Georgia State University

URL: https://scholarworks.gsu.edu/eps_diss/183

► Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about… (more)

Subjects/Keywords: technology; critical pedagogy; critical technology studies; humanization

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APA (6^th Edition):

Anderson, M. (2018). Humanization in the Digital Age: A Critique of Technophilia in Education. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/183

Chicago Manual of Style (16^th Edition):

Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Doctoral Dissertation, Georgia State University. Accessed June 20, 2019. https://scholarworks.gsu.edu/eps_diss/183.

MLA Handbook (7^th Edition):

Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Web. 20 Jun 2019.

Vancouver:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jun 20]. Available from: https://scholarworks.gsu.edu/eps_diss/183.

Council of Science Editors:

Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/183

University of Utah

12. Ostenson, Jonathan William. Navigating the digital narrows: teaching students to read critically on the internet.

Degree: PhD, Teaching & Learning;, 2010, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805

► The use of the Internet as a source of information is growing, especially among young people. Reading on the Internet poses unique challenges as texts… (more)

Subjects/Keywords: Critical evaluation; Critical reading; Internet; Pedagogy

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APA (6^th Edition):

Ostenson, J. W. (2010). Navigating the digital narrows: teaching students to read critically on the internet. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805

Chicago Manual of Style (16^th Edition):

Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Doctoral Dissertation, University of Utah. Accessed June 20, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.

MLA Handbook (7^th Edition):

Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Web. 20 Jun 2019.

Vancouver:

Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Jun 20]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.

Council of Science Editors:

Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805

13. Giguere, Dominick S. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.

Degree: English, 2016, Eastern Washington University

URL: http://dc.ewu.edu/theses/379

► "This article reviews scholarly literature about problems in critical pedagogy, pragmatic examples of implementing critical pedagogy, professional learning communities, and critical pedagogy-based curricula in new… (more)

Subjects/Keywords: Critical pedagogy; Critical theory; Curriculum evaluation

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APA (6^th Edition):

Giguere, D. S. (2016). Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. (Thesis). Eastern Washington University. Retrieved from http://dc.ewu.edu/theses/379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Thesis, Eastern Washington University. Accessed June 20, 2019. http://dc.ewu.edu/theses/379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Web. 20 Jun 2019.

Vancouver:

Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2019 Jun 20]. Available from: http://dc.ewu.edu/theses/379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Thesis]. Eastern Washington University; 2016. Available from: http://dc.ewu.edu/theses/379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

14. -9800-1412. Theory and practice : preservice teachers negotiating critical literacy.

Degree: Curriculum and Instruction, 2016, University of Texas – Austin

URL: http://hdl.handle.net/2152/46376

► In this qualitative research study, I examined how preservice teachers learned to implement critical literacy. I looked at four preservice teachers’ critical literacy teaching and… (more)

Subjects/Keywords: Critical pedagogy; Critical literacy; Preservice; Teacher education

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APA (6^th Edition):

-9800-1412. (2016). Theory and practice : preservice teachers negotiating critical literacy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46376

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/46376.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Web. 20 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/46376.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/46376

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

15. Gast, Bryan. A science curriculum design using critical problem solving.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/244

► The classic European model of education sees students as containers waiting to be filled. The problem with this model is that it promotes a Eurocentric… (more)

▼ The classic European model of education sees students as containers waiting to be filled. The problem with this model is that it promotes a Eurocentric memorize and recall style of learning. As a result, students assume a small and inactive role in their own learning. Consequently, this method of depositing information in students does not fully utilize the exploratory nature of science. When students become involved with their learning as opposed to just reciting facts it promotes problem solving skills and increases self-actualization in learning (Bridges, 1992). Schools of today are far more ethnically diverse and with this diversity many of these cultures do not share the European cultural view of self independence. Despite this, most classrooms are still teacher-centered and individuality is preferred over communal effort. This project utilizes problem based learning combined with Afrocentric and critical pedagogy as counter to Eurocentric style of education where community and questioning is emphasized over the individual and the memorization of facts. This project uses meta-analysis of current literature surrounding problem based learning (PBL), Afrocentric pedagogy, and critical pedagogy in order to create a framework for middle school science teachers called Critical Problem Solving (CPS). Lesson ideas, sample unit outlines and lesson modification ideas in the appendix are designed to foster inquiry, community, critical thinking and reflection within the science classroom. The teacher guide also includes a framework calendar to help sequence the development of a successful CPS curriculum. Sources of Data Information was obtained through program coursework as well as research of the related literature. This project uses an analysis of three existing educational models and forms them into a cohesive idea. The first model used and analyzed was problem based learning. The second was critical pedagogy; and the third was Afrocentric pedagogy. These models all have parts that are unique and also have parts in common. These models have been formed into a framework that an educator can apply to their current classroom. A teacher???s guide can be found beginning in appendix A. ??? Conclusions Reached Science instruction in the lower grades often focuses on the facts and relies heavily on the student???s ability to memorize the information. The reliance on memorization may work for testing purposes but does not teach the student how to solve a problem which is what scientists in the real world do. Additionally, science instruction rarely accesses the student???s culture nor does it access the power of the classroom community. Critical Problem Solving is the authors attempt to help teachers move away from the traditional teacher-centered classroom and to promote the students ability to think about science from a more critical viewpoint. Problem based learning to an excellent vehicle to facilitate this process; however, it does not address the socio-cultural needs of the classroom. Afrocentric pedagogy with… Advisors/Committee Members: Lilly, Frank.

Subjects/Keywords: Problem solving; Critical pedagogy; Afrocentric pedagogy; Critical thinking

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APA (6^th Edition):

Gast, B. (2010). A science curriculum design using critical problem solving. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/244

Chicago Manual of Style (16^th Edition):

Gast, Bryan. “A science curriculum design using critical problem solving.” 2010. Masters Thesis, California State University – Sacramento. Accessed June 20, 2019. http://hdl.handle.net/10211.9/244.

MLA Handbook (7^th Edition):

Gast, Bryan. “A science curriculum design using critical problem solving.” 2010. Web. 20 Jun 2019.

Vancouver:

Gast B. A science curriculum design using critical problem solving. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10211.9/244.

Council of Science Editors:

Gast B. A science curriculum design using critical problem solving. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/244

Ohio University

16. Snyder, Todd D. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region.

Degree: PhD, English (Arts and Sciences), 2011, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012

► "The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and Appalachian Identity," is an exploration of the various ways that social, economic, and cultural factors… (more)

Subjects/Keywords: Rhetoric; critical theory; critical pedagogy; Appalachia; composition pedagogy

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APA (6^th Edition):

Snyder, T. D. (2011). The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012

Chicago Manual of Style (16^th Edition):

Snyder, Todd D. “The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region.” 2011. Doctoral Dissertation, Ohio University. Accessed June 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012.

MLA Handbook (7^th Edition):

Snyder, Todd D. “The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region.” 2011. Web. 20 Jun 2019.

Vancouver:

Snyder TD. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. [Internet] [Doctoral dissertation]. Ohio University; 2011. [cited 2019 Jun 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012.

Council of Science Editors:

Snyder TD. The Hillbilly Speaks of Rhetoric: Critical Theory, Composition Pedagogy, and the Appalachian Region. [Doctoral Dissertation]. Ohio University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1303926012

17. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

URL: http://hdl.handle.net/2152/62991

► The purpose of this study was to understand how social studies teachers interested in critical theory understood it and how it actually emerged in ideology,… (more)

▼ The purpose of this study was to understand how social studies teachers interested in critical theory understood it and how it actually emerged in ideology, pedagogy, and recognition. This critical qualitative case study examined the critical consciousness of the participant teachers and ways they addressed the dialectical tensions situating their social studies teaching experiences. Through ethnographic methods of observation, interviewing and artifact analysis, I describe how the focal teachers understood critical social studies teaching by: centering student experiences as a means of critical social studies teaching; and by utilizing the social studies curriculum to critically enter practice or by utilizing social studies curriculum as a vehicle for criticality. Emerging from these themes I found: dialectical tensions exist which serve to influence the scope of critical teaching; criticality circles content and pedagogy; teachers tend to be more conceptually/abstractly than materially critical; teachers demonstrate a range of reflexivity as praxis and; what unites critical social studies teachers is their desire for social justice and transformation. Participant teachers also taught critically in their engagement with civic instruction by: first, attempting to trouble uncritical ways citizenship is defined through negating the traditional civic archetype. Second, teachers centered issues of race, power, and politics to illuminate inequity inherent to civic discussions. Emerging from these themes I found: critical social studies teachers attempt to make clear temporal connections between citizenship and disciplines; teachers attempt to work through student experiences to support possibilities for current consciousness and future civic transformation and; that teachers believe critical transformative teaching includes dialogue. Third and lastly, the teachers demonstrated a range of critical interpretations and pedagogical practices, however each engaged in relational recognition of dialectical positioning and intellectual solidarity with students. Advisors/Committee Members: Salinas, Cinthia (advisor), Brown, Anthony L (committee member), Payne, Katherina (committee member), Rodriguez, Arturo (committee member), Ross, E. Wayne (committee member).

Subjects/Keywords: Social studies; Critical theory; Critical pedagogy; Pedagogy; Education; Teaching

15 more images…

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APA (6^th Edition):

-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62991

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Thesis, University of Texas – Austin. Accessed June 20, 2019. http://hdl.handle.net/2152/62991.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 20 Jun 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2152/62991.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62991

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

18. Godina-Mart??nez, Gema Tonantz??n. The sustainability of critical Xicana/Xicano educators.

Degree: 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/728

► There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by… (more)

Subjects/Keywords: Chicano; Latino; Xicano; Critical ethnography; Critical Chicana/Chicano pedagogy; Xicano pedagogy; Critical race theory

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APA (6^th Edition):

Godina-Mart??nez, G. T. (2010). The sustainability of critical Xicana/Xicano educators. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/728

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Godina-Mart??nez, Gema Tonantz??n. “The sustainability of critical Xicana/Xicano educators.” 2010. Thesis, California State University – Sacramento. Accessed June 20, 2019. http://hdl.handle.net/10211.9/728.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Godina-Mart??nez, Gema Tonantz??n. “The sustainability of critical Xicana/Xicano educators.” 2010. Web. 20 Jun 2019.

Vancouver:

Godina-Mart??nez GT. The sustainability of critical Xicana/Xicano educators. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10211.9/728.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Godina-Mart??nez GT. The sustainability of critical Xicana/Xicano educators. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/728

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Toronto

19. Grinberg-Panchuk, Tania. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.

Degree: 2015, University of Toronto

URL: http://hdl.handle.net/1807/69742

►

Eating disorders have the highest mortality rate of any mental illness. Currently schools address eating disorders through prevention programs and health education courses that have… (more)

Subjects/Keywords: Critical Feminist Pedagogy; Critical Literacy; Critical pedagogy; Curriculum; Developmental Theory of Embodiment; Eating Disorders; 0515

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APA (6^th Edition):

Grinberg-Panchuk, T. (2015). Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69742

Chicago Manual of Style (16^th Edition):

Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Masters Thesis, University of Toronto. Accessed June 20, 2019. http://hdl.handle.net/1807/69742.

MLA Handbook (7^th Edition):

Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Web. 20 Jun 2019.

Vancouver:

Grinberg-Panchuk T. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1807/69742.

Council of Science Editors:

Grinberg-Panchuk T. Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69742

University of Illinois – Chicago

20. Buenrostro, Patricia M. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.

Degree: 2016, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/21536

► This study centered around the experience of thirteen 12th grade students who participated in a mathematics class designed to engage them in the study of… (more)

▼ This study centered around the experience of thirteen 12th grade students who participated in a mathematics class designed to engage them in the study of real-world issues through mathematics. That is, students learned mathematical concepts through their application to issues relevant to them and their communities. The class used mathematics as a lens to study four main thematic units: Voter Disenfranchisement, Displacement Forces (Deportation and Gentrification), AIDS, and Criminalization of Youth. In short, the youth that participated in the “Math for Social Justice” class (herein referred to as M4SJ) explored social issues plaguing their lives, their families, and their communities through the study of mathematics. As 12th grade students, this experience of using mathematics to learn about social issues was not an isolated incident. This class took place in a small school born out of a community struggle whose thematic focus as a school was social justice. This school is a neighborhood, non-selective enrollment high school located in Little Village, a low-income, mostly Mexican and immigrant community that also draws students from North Lawndale, the neighboring, low-income African-American community. This study focused on how students made sense of their experiences learning mathematics in order to understand social phenomena. For this study, 13 of the 21 students who participated in the M4SJ class were interviewed. Interviews served as a primary data source but the author drew on other sources student journals, and teacher and researcher field notes to explore the meaning students made from their involvement in the class. Student data revealed several themes. Students reported to have engaged learning rigorous mathematics in interdependent ways relying heavily on each other as intellectual resources to unpack the class material. The data revealed that students engaged with the material more readily because of the socio-political relevance it held for themselves, their families, and their communities in addition to building on their ever-evolving sense of justice and social agency. Students came to see a common struggle in their respective Black and Brown communities contributing to students’ racial and ethnic solidarity. Three students' stories are told narratively as well to further illustrate the impact of the class on their mathematical and social justice trajectories. Advisors/Committee Members: Gutstein, Eric R (advisor).

Subjects/Keywords: mathematics; social justice; critical mathematics; critical pedagogy; critical care; students' perspectives

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APA (6^th Edition):

Buenrostro, P. M. (2016). Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Thesis, University of Illinois – Chicago. Accessed June 20, 2019. http://hdl.handle.net/10027/21536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Web. 20 Jun 2019.

Vancouver:

Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10027/21536.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21536

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Arizona

21. Gomez, Rachel Flambures. Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan .

Degree: 2018, University of Arizona

URL: http://hdl.handle.net/10150/631901

► Sociopolitical development (SPD), which is defined as the process by which individuals acquire and development the knowledge and skills necessary to analyze and interpret oppressive… (more)

▼ Sociopolitical development (SPD), which is defined as the process by which individuals acquire and development the knowledge and skills necessary to analyze and interpret oppressive systems— including the emotional aptitude and agency to resist these oppressive systems, is routinely neglected in scholarship and policy on youth development. There has been an exponential increase in attention to civic engagement and participation of young people in recent years, however, much of the literature focusses on the maintenance of social and political institutions and does not center on social justice. There is a need for more research with a social justice lens to examine how sociopolitical behaviors are developed. This research has the potential to offer new insights and develop new measures to inform future research on sociopolitical development. Guided by an intersectional, social justice centered approach, the three studies in this dissertation examined the ways in which sociopolitical development, and specifically, critical consciousness (Freire, 2000) is surfaced in people of color. In order to interrogate the nuanced differences in CC development, my study approach examined this human development across lifespan and included multiple generations – from youth, to college-aged adolescents, and to elders in my three studies. I examined this continuous developmental process for each group, throughout life, and based on their contextual interactions with social structures and the world around them. The first study examined how an educational process based on critical pedagogy and critical race theory informed SPD, and specifically, the critical consciousness and identity of Mexican American high school students in a college classroom. The relationship between critical pedagogical practices and critical consciousness development were examined. Findings indicate that social justice centered, critical pedagogical practice predicts critical consciousness in Mexican American youth. The second study investigated the ways in which multiple identities simultaneously and mutually effect college students’ critical consciousness developmental process, and therefore their SPD. With careful inspection of the link between critical reflection and action, this study probed factors of race/ethnicity, first generation student status, class, gender, definitions of civic engagement, and how they may link together. Findings signal that profiles of social analysis predict civic behaviors and that the ways in which non-hetero-normative young people of color exhibit their SPD and define civic engagement is more robust, and pushes beyond current categorical measures of SPD, as well as definitions of what traditionally counts as civic engagement. The third study, through methodology of testimonio, examined how critical consciousness developed among a group of Latinx and African American women who are already social justice leaders, as well as examined how social justice worldview and social identities may be associated. Through their personal and… Advisors/Committee Members: Romero, Andrea J (advisor), Cabrera, Nolan (committeemember), Cammarota, Julio (committeemember), Wilkinson-Lee, Ada (committeemember).

Subjects/Keywords: CRITICAL CONSCIOUSNESS; CRITICAL PEDAGOGY; CRITICAL RACE THEORY; INTERSECTIONALITY; LATINX; SOCIOPOLITICAL DEVELOPMENT

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APA (6^th Edition):

Gomez, R. F. (2018). Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631901

Chicago Manual of Style (16^th Edition):

Gomez, Rachel Flambures. “Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan .” 2018. Doctoral Dissertation, University of Arizona. Accessed June 20, 2019. http://hdl.handle.net/10150/631901.

MLA Handbook (7^th Edition):

Gomez, Rachel Flambures. “Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan .” 2018. Web. 20 Jun 2019.

Vancouver:

Gomez RF. Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10150/631901.

Council of Science Editors:

Gomez RF. Critical Pedagogy, Testimonio and Intersectionality: A Dialogical & Cross-Generational Examination of Latinx Critical Consciousness across the Lifespan . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/631901

University of Manitoba

22. Hunter, Todd. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.

Degree: Educational Administration, Foundations and Psychology, 2016, University of Manitoba

URL: http://hdl.handle.net/1993/32040

► The purpose of this action research study was to improve the education of Indigenous students enrolled at an inner-city urban alternative high school for adolescent… (more)

Subjects/Keywords: critical pedagogy; critical mathematics; critical literacy; critical media literacy; Indigenous; Aboriginal; Action research; Education

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APA (6^th Edition):

Hunter, T. (2016). Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32040

Chicago Manual of Style (16^th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Masters Thesis, University of Manitoba. Accessed June 20, 2019. http://hdl.handle.net/1993/32040.

MLA Handbook (7^th Edition):

Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Web. 20 Jun 2019.

Vancouver:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1993/32040.

Council of Science Editors:

Hunter T. Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32040

California State University – Northridge

23. Scott, Lindsay Desiree. Teaching transformative justice for social change.

Degree: MA, Department of Communication Studies, 2012, California State University – Northridge

URL: http://hdl.handle.net/10211.2/1552

► This research project investigates how transformative justice can transform individuals and communities who struggle with everyday issues related to injustice and inequity. The transformative justice… (more)

Subjects/Keywords: critical pedagogy; Dissertations, Academic – CSUN – Communication Studies.

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APA (6^th Edition):

Scott, L. D. (2012). Teaching transformative justice for social change. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/1552

Chicago Manual of Style (16^th Edition):

Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Masters Thesis, California State University – Northridge. Accessed June 20, 2019. http://hdl.handle.net/10211.2/1552.

MLA Handbook (7^th Edition):

Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Web. 20 Jun 2019.

Vancouver:

Scott LD. Teaching transformative justice for social change. [Internet] [Masters thesis]. California State University – Northridge; 2012. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10211.2/1552.

Council of Science Editors:

Scott LD. Teaching transformative justice for social change. [Masters Thesis]. California State University – Northridge; 2012. Available from: http://hdl.handle.net/10211.2/1552

24. Piña, Manuel Agustin. A (Re)Vision of Critical Pedagogy for Inclusion.

Degree: 2013

URL: http://hdl.handle.net/2249.1/62767

Subjects/Keywords: critical pedagogy; inclusion

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APA (6^th Edition):

Piña, M. A. (2013). A (Re)Vision of Critical Pedagogy for Inclusion. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16^th Edition):

Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Thesis, [No school]. Accessed June 20, 2019. http://hdl.handle.net/2249.1/62767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7^th Edition):

Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Web. 20 Jun 2019.

Vancouver:

Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Internet] [Thesis]. [No school]; 2013. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/2249.1/62767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Montana State University

25. Modic, Amiee L. Student misconceptions : identifying and reformulating what they bring to the chemistry table.

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1886

► The primary goal of this project was to investigate methods of identifying student misconceptions as they related to the particulate nature of matter, and then… (more)

Subjects/Keywords: Chemistry.; Critical pedagogy.; High school students.

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APA (6^th Edition):

Modic, A. L. (2011). Student misconceptions : identifying and reformulating what they bring to the chemistry table. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Thesis, Montana State University. Accessed June 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Web. 20 Jun 2019.

Vancouver:

Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jun 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Montana State University

26. Lenart, Joshua Bela. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.

Degree: College of Letters & Science, 2005, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1719

► Rhetoric has been a cornerstone of Western thought for at least the last 2500 years, whether disdained as manipulative techniques exercised by immoral lawyers and… (more)

▼ Rhetoric has been a cornerstone of Western thought for at least the last 2500 years, whether disdained as manipulative techniques exercised by immoral lawyers and corrupt politicians or prized as an elegant mastery of language displayed by leaders and dignitaries. This essay posits that rhetoric is always a fundamental part not only of Western but of all societies. Maintaining such a constitution necessarily raises the questions how and why should educators acknowledge rhetoric's role in their instruction. Of the innumerable sites for introducing an increased focus on rhetorical instruction in universities, the most obvious should be first year composition classrooms since these sites are oftentimes 1) mandatory and 2) already situated, loosely or extensively, around rhetorical understandings of the classroom and the world in which the classroom exists. The methods of this heuristic essay are designed to draw attention to the need for composition instructors to increase instruction on and around rhetoric, both classical and modern, in order to gain a fuller understanding of how our culture exists within itself and in relation to other cultures. In order to illustrate this need, I offer an historical overview of the discipline, as first designed by classical rhetors beginning with the early sophists and Aristotle, which continued largely unchanged until the middle part of the nineteenth century and the inception of the Morrill Land-Grant College Act after which time emerged what is popularly termed modern rhetoric. By examining these two discrete eras in rhetoric's history, I hope to highlight not only the need for, but in fact the demand for revisiting both eras in contemporary composition classrooms. This essay also posits that rhetoric, historically and contemporarily, can have the most dramatic effect on changing the social conditions in which students and educators exist. This argument could not operate without the understanding that increased focus on compositional rhetoric is necessary today insofar as it strives to continually realize social and political change, which focuses primarily on achieving a greater sense of democracy in our educational systems and thereby our culture. Consequentially, the conclusions reached here are at best suggestive and, as the title suggests, heuristic. Advisors/Committee Members: Chairperson, Graduate Committee: Kirk Branch. (advisor).

Subjects/Keywords: Rhetoric.; Critical pedagogy.

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APA (6^th Edition):

Lenart, J. B. (2005). Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Thesis, Montana State University. Accessed June 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Web. 20 Jun 2019.

Vancouver:

Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Internet] [Thesis]. Montana State University; 2005. [cited 2019 Jun 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Thesis]. Montana State University; 2005. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Georgia State University

27. Byrom, Brittny M. Critical Compassion in the Composition Classroom.

Degree: MA, English, 2018, Georgia State University

URL: https://scholarworks.gsu.edu/english_theses/237

► The following research thesis redefines critical compassion as a thematic framework that composition instructors can use to create civic and harmonious classrooms. After establishing… (more)

Subjects/Keywords: Composition; Composition pedagogy; Compassion; Critical compassion; Writing

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APA (6^th Edition):

Byrom, B. M. (2018). Critical Compassion in the Composition Classroom. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_theses/237

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Byrom, Brittny M. “Critical Compassion in the Composition Classroom.” 2018. Thesis, Georgia State University. Accessed June 20, 2019. https://scholarworks.gsu.edu/english_theses/237.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Byrom, Brittny M. “Critical Compassion in the Composition Classroom.” 2018. Web. 20 Jun 2019.

Vancouver:

Byrom BM. Critical Compassion in the Composition Classroom. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Jun 20]. Available from: https://scholarworks.gsu.edu/english_theses/237.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Byrom BM. Critical Compassion in the Composition Classroom. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/english_theses/237

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University College Cork

28. Butler, Sheila. Practising critical pedagogy through the lens of constructive-developmental theory.

Degree: 2018, University College Cork

URL: http://hdl.handle.net/10468/7624

► The research question addressed here is ‘How to identify and effectively implement a developmental pedagogy that contributes solutions to, rather than causes of, inequality’. The… (more)

▼ The research question addressed here is ‘How to identify and effectively implement a developmental pedagogy that contributes solutions to, rather than causes of, inequality’. The research is conducted using first person, educational emancipatory action research. Both the research method and objective targeted transformation, required cultivation of a rich understanding and rationality of practice, and provided an opportunity to examine tacit beliefs and assumptions as a process to improve self-awareness. Uniquely synthesizing the fields of critical pedagogy and constructive-developmental theory, this study provides a living account of a transformative journey from a goals-oriented, instrumental pedagogue to a reflective practitioner. Multiple methods for data collection included reflective journals as well as feedback loops from multiple perspectives of students, colleagues and doctoral cohort. These were used in planning changes to practice, the justification and rationale behind the changes, as well as in gathering evidence of meaningful change and achievement of goals. The Portfolio is organised into three Essays. Essay One is a Professional Development Review highlighting tension between what is taught in Management and HRM and growing inequality. Recognising the author as both a subject and an agent of business management education, an understanding of the contribution of business education to inequality was sought. Essay Two investigates the causes of inequality. Economic and administrative systems within capitalism are questioned, as well as the business values that are developed and honed through education and business experience. The research identifies that an overemphasis on instrumental reason and objectivity, and decoupling values from seemingly objective managerial decisions, results in an erosion of fairness and equity within organisations and society. The propositional theory of critical pedagogy was identified as a means to contribute to the solutions rather than the causes of inequality. Essay Three analyses the implementation of a critical pedagogy, highlighting the gap between the propositional theory and the lived experience. The research reveals a hidden developmental expectation that those implementing critical pedagogy possess fourth order development complexity as it requires resisting normative notions of the teacher role and the teacher/student relationship to disseminate power for learning and knowledge creation. The research concludes to indicate that addressing inequality in society is possible, but requires addressing at the individual level through constructive development maturity. Economic and political systems within societies are merely a reflection of the individuals within it. Circularly, individuals who operate at lower developmental levels internalise the dominant ideology and enact behaviours and identities ascribed by culture generally. Individuals can effect change in social structures, but only if they operate at a higher developmental order where they are less susceptible… Advisors/Committee Members: Doyle, Eleanor.

Subjects/Keywords: Education; Critical pedagogy; Constructive-developmental theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Butler, S. (2018). Practising critical pedagogy through the lens of constructive-developmental theory. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/7624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Thesis, University College Cork. Accessed June 20, 2019. http://hdl.handle.net/10468/7624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Web. 20 Jun 2019.

Vancouver:

Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Internet] [Thesis]. University College Cork; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10468/7624.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Thesis]. University College Cork; 2018. Available from: http://hdl.handle.net/10468/7624

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Carolina – Greensboro

29. Lovett, Stephanie Jane. World religions: seeing with, not looking at.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000

► The traditional World Religions construct instantiates a nineteenth-century, Christian, male, Western worldview. Despite its apparent objectivity, it catalogues the peoples of the world according to… (more)

Subjects/Keywords: Religions – Study and teaching; Critical pedagogy

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APA (6^th Edition):

Lovett, S. J. (2016). World religions: seeing with, not looking at. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000

Chicago Manual of Style (16^th Edition):

Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed June 20, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.

MLA Handbook (7^th Edition):

Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Web. 20 Jun 2019.

Vancouver:

Lovett SJ. World religions: seeing with, not looking at. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Jun 20]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.

Council of Science Editors:

Lovett SJ. World religions: seeing with, not looking at. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000

University of Exeter

30. Hamad, Karmand Abdulla. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.

Degree: Thesis (EdD), 2018, University of Exeter

URL: http://hdl.handle.net/10871/33927

► Learner autonomy has been recognised as a desirable educational goal, especially within the domains of adult and higher education. Whereas this has led to a… (more)

▼ Learner autonomy has been recognised as a desirable educational goal, especially within the domains of adult and higher education. Whereas this has led to a growing body of research addressing learner autonomy across different educational and cultural contexts, there are still contexts, including Kurdistan-Iraq (i.e. the context of this research), which have remained under-researched. On that account, researchers (e.g. Dickinson, 1996; Little, 1999; Palfreyman, 2003; Usuki, 2007) encourage examining learner autonomy within such settings. This research, therefore, was an attempt to understand the realities and complexities of the situation of learner autonomy within a public institution of higher education in Kurdistan-Iraq. To achieve that, this research included students, teachers and senior administrators as participants assuming that these are the major interacting parties that could influence and determine the overall situation of learner autonomy. This study adopted a qualitative case study design within which multiple methods of data collection were used. The data was obtained through classroom observations, focus groups with thirty-four students divided among six groups and interviews with six teachers and five senior administrators. The sample of students, teachers and senior administrators was drawn from five different academic disciplines, namely English, Kurdish, Law, Psychology and Biology across the four distinct existing faculties. The findings generally showed an unsatisfactory situation of learner autonomy within this specific context and there emerged multiple personal, pedagogical, institutional and socio-cultural constraints which altogether seemed to pose serious challenges to the exercise and development of learner autonomy. Apart from that, students turned out to be relatively more autonomous compared to their previous educational experiences and there appeared to be certain behaviours and practices not just among students as a manifestation of their autonomy but also on the part of teachers towards encouraging the sense of autonomy and responsibility among students. However, these autonomous and autonomy-supportive practices and behaviours seemed to be confined to ‘isolated individual efforts’ of some students and teachers which implies that no systematic institutional attempts were present to promote autonomy or at least to create a conducive environment within which autonomy could flourish or be exercised. The findings also indicated that the autonomous behaviours and autonomy-supportive practices appeared to mainly circulate within the non-political form of autonomy which tends to focus on personal learning gains and lack a political dimension which concerns with the need for autonomous capacities to resurge within the social and political life to serve the public good. This seemed to reflect the interpretations and values the participants associated with learner autonomy which were significantly oriented towards the non-political variant of autonomy. This study, therefore, points to the…

Subjects/Keywords: learner autonomy; higher education; critical pedagogy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hamad, K. A. (2018). Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/33927

Chicago Manual of Style (16^th Edition):

Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Doctoral Dissertation, University of Exeter. Accessed June 20, 2019. http://hdl.handle.net/10871/33927.

MLA Handbook (7^th Edition):

Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Web. 20 Jun 2019.

Vancouver:

Hamad KA. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. [Internet] [Doctoral dissertation]. University of Exeter; 2018. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/10871/33927.

Council of Science Editors:

Hamad KA. Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq. [Doctoral Dissertation]. University of Exeter; 2018. Available from: http://hdl.handle.net/10871/33927

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Open Access Theses and Dissertations