You searched for subject:(Critical pedagogy).
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Texas A&M University
1.
Thomas, Brad 1974-.
Teaching Against Tradition: Historical Preludes to Critical Pedagogy.
Degree: PhD, English, 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)
▼ 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 Paulo Freire in
Pedagogy of the Oppressed, were practiced by a number of pedagogues as early as the eighteenth century. It examines the teaching practices of these men and shows that they anticipated the methods of
critical pedagogy. This dissertation spotlights the need to reinterpret the history of
critical pedagogy and to select a wider lens through which to understand the current pedagogical scene.
Chapter I defines
critical pedagogy as method and explains the Freirean project. Chapter II locates parallels between
critical pedagogy and the process and expressive pedagogies of the late 1960s and early '70s. Specifically, it argues that the works of Peter Elbow and Donald Murray embody the principles of
critical pedagogy. Their emphasis on the epistemological power of language, for example, prefigures the theoretical foundation upon which Freire constructs his
critical methodology. Chapter III argues that the pedagogical advancements of I. A. Richards in the early twentieth century anticipated the teaching methods of
critical pedagogy, especially insofar as they established student-centered writing classrooms. Richards's attempts to place student interpretations at the center of the course situate his
pedagogy more comfortably among contemporary approaches to writing instruction like
critical pedagogy than it does among the formalist approaches to which he is generally linked. Chapter IV argues that Isaac Watts and Philip Doddridge, two eighteenth-century educators, employ teaching methods that parallel contemporary
critical pedagogy. Foremost, Watts and Doddridge create participatory learning environments that center on practical subjects. They are among the first educators to teach in the English vernacular and to supplement the traditional classical curriculum with new learning. Chapter V examines the historical contexts in which these preludes to
critical pedagogy emerge and shows that Murray, Elbow, Richards, Watts, and Doddridge taught at times when educational access was expanding. It argues that their pedagogies developed in an effort to address classroom diversity and to discover strategies for bringing people into dialogue with each other about the world.
Advisors/Committee Members: Swearingen, C Jan (advisor), Killingsworth, M Jimmie (committee member), Balester, Valerie (committee member), Aune, James (committee member).
Subjects/Keywords: Composition; Critical Pedagogy
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APA (6th Edition):
Thomas, B. 1. (2012). Teaching Against Tradition: Historical Preludes to Critical Pedagogy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150941
Chicago Manual of Style (16th Edition):
Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021.
http://hdl.handle.net/1969.1/150941.
MLA Handbook (7th Edition):
Thomas, Brad 1974-. “Teaching Against Tradition: Historical Preludes to Critical Pedagogy.” 2012. Web. 27 Feb 2021.
Vancouver:
Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/1969.1/150941.
Council of Science Editors:
Thomas B1. Teaching Against Tradition: Historical Preludes to Critical Pedagogy. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/150941
Michigan State University
2.
Novotny, Maria.
A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy.
Degree: 2013, Michigan State University
URL: http://etd.lib.msu.edu/islandora/object/etd:1930
► Thesis M.A. Michigan State University. Critical Studies in Literacy and Pedagogy 2013.
Freirean critical pedagogy has been critiqued by scholars from across disciplines including Composition…
(more)
▼ Thesis M.A. Michigan State University. Critical Studies in Literacy and Pedagogy 2013.
Freirean critical pedagogy has been critiqued by scholars from across disciplines including Composition and Rhetoric, Education and Critical Race Studies. Critics of critical pedagogy suggest that student's race, class and sex complicate the effectiveness of teaching within a critical pedagogy framework. What is not captured in these critiques is how teachers implement and attempt to resolve issues within the implementation of critical pedagogy. By applying teacher-research methods to her first-year writing (FYW) classroom, Novotny self-examines the process teachers undergo in order to implement critical pedagogy in the composition classroom. The study focuses on such questions: How do writing instructors implement a critical pedagogy in a FYW classroom? How does the teacher engage with students when discussing concepts/materials/assignments rooted in a critical pedagogy? How does a teacher encourage a "critical consciousness" in first-year student writing? Researching her FYW course, Novotny composes a reflective narrative methodology to articulate the multiple identities of consciousness that appeared. Doing so, implications are drawn not only for the implementation of critical pedagogy in FYW classrooms but the use of teacher-research as a tool for facilitating Freirean praxis. Through multiple narratives Novotny reveals not only her own critical consciousness development as a teacher but an analysis of students development of "naive" versus "transitive" consciousness (Freire, 1974).
Description based on online resource; title from PDF t.p. (ProQuest, viewed on Sept. 23, 2014)
Advisors/Committee Members: Cushman, Ellen, Lindquist, Julie, Kirkland, Davide E.
Subjects/Keywords: Critical pedagogy; Critical pedagogy – Methodology; Pedagogy; Education; Rhetoric
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APA (6th Edition):
Novotny, M. (2013). A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:1930
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Novotny, Maria. “A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy.” 2013. Thesis, Michigan State University. Accessed February 27, 2021.
http://etd.lib.msu.edu/islandora/object/etd:1930.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Novotny, Maria. “A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy.” 2013. Web. 27 Feb 2021.
Vancouver:
Novotny M. A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy. [Internet] [Thesis]. Michigan State University; 2013. [cited 2021 Feb 27].
Available from: http://etd.lib.msu.edu/islandora/object/etd:1930.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Novotny M. A reflective narrative (praxis) approach to mapping the landscape of critical pedagogy. [Thesis]. Michigan State University; 2013. Available from: http://etd.lib.msu.edu/islandora/object/etd:1930
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Washington State University
3.
[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 (6th 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 (16th 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 February 27, 2021.
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 (7th Edition):
author], [No. “The New Wild West and Critical Pedagogy in Higher Education: Challenging First-Year Student Identity and Epistemology Through Curriculum
.” 2017. Web. 27 Feb 2021.
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 2021 Feb 27].
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 Utah
4.
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)
▼ 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 on the Internet feature unique organizational features such as hypertext linking and search engines that must be navigated by readers; multimedia elements such as audio, video, and images that must be interpreted; and lowered barriers to publication that allow almost anyone to publish information in this medium. This last feature presents an important challenge to readers as they must exercise important skills of evaluation and critical thinking while reading in order to make sound judgments about the credibility of sources they find on the Internet. This study examined two approaches to teaching these skills to high school students. One approach focused on using the traditional checklist to teach students criteria of evaluative judgments; the other approach focused on strategies of sourcing and corroborating as well as using Internet tools to help students make these judgments. The results showed that both instructional approaches were effective in boosting students’ accuracy in making judgments. Those in the first instructional approach showed increased abilities to explain their decisions using traditional criteria of credibility, suggesting that a concrete tool like a checklist may help all students learn these skills more effectively.
Subjects/Keywords: Critical evaluation; Critical reading; Internet; Pedagogy
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APA (6th 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 (16th Edition):
Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Doctoral Dissertation, University of Utah. Accessed February 27, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/807/rec/805.
MLA Handbook (7th Edition):
Ostenson, Jonathan William. “Navigating the digital narrows: teaching students to read critically on the internet.” 2010. Web. 27 Feb 2021.
Vancouver:
Ostenson JW. Navigating the digital narrows: teaching students to read critically on the internet. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2021 Feb 27].
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
5.
Giguere, Dominick S.
Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.
Degree: English, 2016, Eastern Washington University
URL: https://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)
▼ "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 media toward proposing part of a broad solution to some of critical pedagogy's criticisms in reaching out to educators: the use of a heuristic that critical pedagogues could use to determine the accessibility in tone of curricula that they could reference to colleagues whom may not know about or otherwise avoid critical pedagogy. Under this initiative, a heuristic is developed based on a review of literature defining and characterizing critical pedagogy. This heuristic is then applied in a study of three critical pedagogy-based unit plans. The results confirm the validity of the heuristic, but the results also cast doubt on the range of its use. A positive correlation about the rate of use of keywords with positive- and negative-connotations cross sectioned with unit grade level suggests that the usage rate of such keywords in critical curricula declines as curricula targets earlier grade levels. This positive correlation presents a case for why this research is valuable, and it also creates a compelling case for further research" – Leaf iv.
Subjects/Keywords: Critical pedagogy; Critical theory; Curriculum evaluation
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APA (6th Edition):
Giguere, D. S. (2016). Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. (Thesis). Eastern Washington University. Retrieved from https://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 (16th Edition):
Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Thesis, Eastern Washington University. Accessed February 27, 2021.
https://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 (7th Edition):
Giguere, Dominick S. “Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic.” 2016. Web. 27 Feb 2021.
Vancouver:
Giguere DS. Reviewing critical pedagogy's criticisms and providing a pragmatic heuristic. [Internet] [Thesis]. Eastern Washington University; 2016. [cited 2021 Feb 27].
Available from: https://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: https://dc.ewu.edu/theses/379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Georgia State University
6.
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)
▼ Despite ongoing claims that education is trapped in a bygone era resistant to innovation, educational practitioners, scholars, and policy makers have been enthusiastic about infusing technology into the everyday lives of children in schools. In the face of this dramatic uptick in the presence of technology in schools, little attention has been devoted to understanding how this constant exposure to technology is impacting the way students learn and experience the world. Overall, educational scholars and practitioners debate
how, not
whether,
to incorporate the latest technology into schools. The centrality of technology in education rises to the level of technophilia, a world-view that sees all new technology as inherently positive and beneficial to human life. I will argue that the current landscape of educational policy and practice is characterized by a problematic relationship with technology that rises to the level of technophilia, and call for a reassessment of the relationship between education and technology in order to fulfill the demands of a robust, democratic educational program.
Advisors/Committee Members: Deron Boyles, Kristen Buras, Janice Fournillier, Kenneth Saltman.
Subjects/Keywords: technology; critical pedagogy; critical technology studies; humanization
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APA (6th 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 (16th Edition):
Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Doctoral Dissertation, Georgia State University. Accessed February 27, 2021.
https://scholarworks.gsu.edu/eps_diss/183.
MLA Handbook (7th Edition):
Anderson, Morgan. “Humanization in the Digital Age: A Critique of Technophilia in Education.” 2018. Web. 27 Feb 2021.
Vancouver:
Anderson M. Humanization in the Digital Age: A Critique of Technophilia in Education. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2021 Feb 27].
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 Texas – Austin
7.
-9800-1412.
Theory and practice : preservice teachers negotiating critical literacy.
Degree: PhD, 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)
▼ 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 learning experiences across contexts, from early schooling experiences to program coursework into student teaching experience. Ethnographic methods were used to collect data across one academic school year. The data corpus included observations in multiple contexts, field notes, interviews, and documents.
Critical pedagogy (Freire, 1996; Freire & Macedo, 1978) and
critical literacy theory (Lewison et al., 2002) provided the theoretical underpinnings for this study. The research findings revealed that student teaching in a public school with a rigid schedule is a challenging place to learn to do
critical literacy. The findings also point to the importance of developing mentorship models with an emphasis on cooperating teacher-preservice teacher reflections. Implications for practitioners, teacher educators and researchers, and policy are discussed.
Advisors/Committee Members: Worthy, Jo (advisor), Mosley Wetzel, Melissa (advisor), De Lissovoy, Noah (committee member), Martínez, Ramón A (committee member), Keating, Elizabeth L (committee member).
Subjects/Keywords: Critical pedagogy; Critical literacy; Preservice; Teacher education
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APA (6th Edition):
-9800-1412. (2016). Theory and practice : preservice teachers negotiating critical literacy. (Doctoral Dissertation). 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
Chicago Manual of Style (16th Edition):
-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Doctoral Dissertation, University of Texas – Austin. Accessed February 27, 2021.
http://hdl.handle.net/2152/46376.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-9800-1412. “Theory and practice : preservice teachers negotiating critical literacy.” 2016. Web. 27 Feb 2021.
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] [Doctoral dissertation]. University of Texas – Austin; 2016. [cited 2021 Feb 27].
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
Council of Science Editors:
-9800-1412. Theory and practice : preservice teachers negotiating critical literacy. [Doctoral Dissertation]. 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
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)
▼ 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 students' attitudes towards
critical literacy and their ability to put
critical literacy into practice through the creation of literacy thematic units examining social issues. Data was collected through administering a survey to the whole class, examining a random sample of developed thematic units for evidence of
critical literacy practice, and analyzing a random sample of responses to reflective questions for common themes in the students' experience with
critical literacy. Results indicated that, while the students felt positive towards
critical literacy, they were unable to create lessons that contained
critical literacy practice. The study suggests that the students were not prepared to critically examine the social issues under study, and were therefore not able to create authentically
critical lessons. Preparing teacher education students to become
critical educators may require more than introducing
critical methodologies; it may require a rethinking of teacher education programs.
Advisors/Committee Members: Willhite, Gary.
Subjects/Keywords: Literacy – social aspects; Critical pedagogy
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APA (6th 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 (16th Edition):
Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Thesis, University of Wisconsin – La Cross. Accessed February 27, 2021.
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 (7th Edition):
Swedeen, Scott T. “First Steps in Critical Literacy.” 2011. Web. 27 Feb 2021.
Vancouver:
Swedeen ST. First Steps in Critical Literacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2021 Feb 27].
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)
▼ 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 impact of a literacy program designed to enhance technical and
critical literacy skills while promoting communal and individual change. Data, collected in five open-ended interviews and two observations, focused on the contextual, logistical, and beneficial aspects of the program. Results were analyzed using markers from Freire’s framework of
critical pedagogy: humanization, situated literacy, dialogue and consciousness-raising, and transformation. Findings revealed limited economic, social, and communal benefits, and that replication of the program may be possible if certain steps are followed. Overall conclusions demonstrated that expanding literacy programs in this setting can facilitate social and economic progress for previously illiterate adults and future generations, particularly where structural inequality is evident. Final recommendations included comparison studies of other programs and longitudinal research of descending generations.
Advisors/Committee Members: Smith, Karen E. (Curriculum, Teaching and Learning) (supervisor), Kouritzen, Sandra (Curriculum, Teaching and Learning) Freeze, Rick (Educational Administration, Foundations and Psychology) (examiningcommittee).
Subjects/Keywords: Freire; critical pedagogy; transformation; marginalized
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APA (6th 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 (16th Edition):
Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Masters Thesis, University of Manitoba. Accessed February 27, 2021.
http://hdl.handle.net/1993/4898.
MLA Handbook (7th Edition):
Woodard, Rosemary. “Literacy for liberation: a Haitian case study.” 2011. Web. 27 Feb 2021.
Vancouver:
Woodard R. Literacy for liberation: a Haitian case study. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2021 Feb 27].
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
University of Exeter
10.
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: https://ore.exeter.ac.uk/repository/handle/10036/3318
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008
► 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 (6th 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 https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008
Chicago Manual of Style (16th 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 February 27, 2021.
https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008.
MLA Handbook (7th 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. 27 Feb 2021.
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 2021 Feb 27].
Available from: https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008.
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: https://ore.exeter.ac.uk/repository/handle/10036/3318 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547008
Vanderbilt University
11.
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://hdl.handle.net/1803/11371
► 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)
▼ 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 D.C. Described as an arts- and humanities-based intervention into Asian American mental health, OiE comprises material-discursive elements such as a “hacked” DSM: Asian American edition, a treated postpartum depression pamphlet, and Asian American tarot cards. In this thesis, I dissect a logic of unwellness represented in OiE and argue that this logic does not act as a signifier of individual despair. Rather, it acts to contest and resist the ways in which compulsory wellness depoliticizes and individualizes accounts of being well. These
critical, epistemic moves are manifest through OiE’s design decisions, namely the act of “hacking,” as it relates to whose knowledge, in accounts of unwellness, is seen as valid. Finally, I trace my experiences teaching OiE in classrooms, where I consider this project as a tool for a
critical pedagogy of care, foregrounding an emphasis on seeing students as having valid accounts of unwellness, inviting and taking seriously these accounts, and prioritizing care as collaborative, interdependent, and joyful.
Advisors/Committee Members: Kenneth MacLeish (committee member), Aimi Hamraie (Committee Chair).
Subjects/Keywords: pedagogy; design; critical psychiatry; unwellness
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APA (6th Edition):
Mang, M. (2019). Contesting Compulsory Mental Wellness:
Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Mang, Maggie. “Contesting Compulsory Mental Wellness:
Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries.” 2019. Thesis, Vanderbilt University. Accessed February 27, 2021.
http://hdl.handle.net/1803/11371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th 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. 27 Feb 2021.
Vancouver:
Mang M. Contesting Compulsory Mental Wellness:
Unwellness, design, and pedagogy in Open in Emergency as conduits for politics, negotiation, and new imaginaries. [Internet] [Thesis]. Vanderbilt University; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/1803/11371.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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. [Thesis]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11371
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Herrera-Dulcet, Andrea.
Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners
.
Degree: 2019, University of Arizona
URL: http://hdl.handle.net/10150/634426
► In the last two decades the field of Spanish heritage language education has been concerned with the reproduction of Standard Language Ideologies (henceforth: SLI) within…
(more)
▼ In the last two decades the field of Spanish heritage language education has been concerned with the reproduction of Standard Language Ideologies (henceforth: SLI) within the language classroom (Carvalho, 2012; Leeman, 2005; Martinez, 2003, Toribio & Duran; Leeman & Serafini, 2018). Scholarly works suggest that
critical pedagogies that include sociolinguistic topics and examine them critically encourage
critical translingual development (henceforth: CTC), which can equip SHLLs to identify SLI and ultimately challenge linguistic subordination. Yet, practitioners struggle to characterize such pedagogies and the field is in dire need of proposals than can systematically implement and assess sociolinguistically informed
critical pedagogies (henceforth: SICP). The present dissertation comprises three correlated but independent studies that examine the implementation, assessment and long-term implications for SICP in the courses for Spanish heritage language learners. Qualitative and quantitative data includes instructor journals, anonymous online survey and over 12 hours of focus group interviews. Using Action Research methodology, statistical analysis, and
Critical Discourse Analysis, the present study reports on (1) the creation of a SICP and (2) the impact of SICP in developing SHLLs’ CTC, (3) and whether SICP prepare students to challenge SLIs beyond the classroom walls. Mixed-methods analysis revealed that SICP can be included in existing curricula and that SHLLs welcome these approaches, especially as they encourage SHLL’s linguistic agency. Additionally, survey data supported that through SICP students developed CTC, a s well as shift positively their attitudes towards the home language. Finally, focus groups with students four to five months after the course underscored the long-term maintenance of CTC amongst SHLLS, as well as the creation of “language expert identities” that carry CTC from inside the classroom to the outside.
In conclusion, this dissertation provides substantial contributions to the fields of Heritage Language Education, U.S. Spanish sociolinguistics, and Educational Linguistics by showcasing how to create and enact a SICP for heritage language learners, by establishing direct connections between SICP and the development of SHLLs’ CTC, as well as providing a quantitative tool to measure SHLLs’ CTC in any classroom setting. Finally, the present dissertation participates in scholarly conversations in the field by documenting the impact of SICP in fostering “language expert” identities that carry students’ CTC into to their communities, ultimately challenging SLI beyond the classroom.
Advisors/Committee Members: Carvalho, Ana M (advisor), Gorman, Lillian (advisor), Duran, Leah (committeemember).
Subjects/Keywords: critical pedagogy;
critical translingual competence;
Heritage language pedagogy;
Spanish heritage language
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APA (6th Edition):
Herrera-Dulcet, A. (2019). Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/634426
Chicago Manual of Style (16th Edition):
Herrera-Dulcet, Andrea. “Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners
.” 2019. Doctoral Dissertation, University of Arizona. Accessed February 27, 2021.
http://hdl.handle.net/10150/634426.
MLA Handbook (7th Edition):
Herrera-Dulcet, Andrea. “Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners
.” 2019. Web. 27 Feb 2021.
Vancouver:
Herrera-Dulcet A. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners
. [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10150/634426.
Council of Science Editors:
Herrera-Dulcet A. Spanish with An Attitude: Critical Translingual Competence for Spanish Heritage Language Learners
. [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/634426
13.
-1438-1460.
Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.
Degree: PhD, 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
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Doctoral Dissertation). 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
Chicago Manual of Style (16th Edition):
-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed February 27, 2021.
http://hdl.handle.net/2152/62991.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 27 Feb 2021.
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] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2021 Feb 27].
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
Council of Science Editors:
-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Doctoral Dissertation]. 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
University of Toronto
14.
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)
▼ 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 shown to be ineffective in terms of changing behaviors of students in the long run (Piran 2005). This qualitative study explores the use of critical pedagogy as a mechanism by which teachers and students can address body-related issues (i.e. gender, sexuality) in schools. The medical term eating disorder, in this study, is replaced by the perspective of embodiment that helps expand the notion that eating disorders happen exclusively in response to the thin ideal. This study investigates, through semi structured interviews, the perspectives of 5 teachers to understand a) the ways in which educators address critical perspectives on gender and embodiment in their classrooms, and b) The implications of using critical pedagogy in the field of eating disorders prevention.
M.A.
Advisors/Committee Members: Simon, Rob, Curriculum, Teaching and Learning.
Subjects/Keywords: Critical Feminist Pedagogy; Critical Literacy; Critical pedagogy; Curriculum; Developmental Theory of Embodiment; Eating Disorders; 0515
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APA ·
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Export
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APA (6th 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 (16th 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 February 27, 2021.
http://hdl.handle.net/1807/69742.
MLA Handbook (7th Edition):
Grinberg-Panchuk, Tania. “Critical Embodiment: Investigating the Intersection of Critical Pedagogy and Embodiment for the Prevention of Eating Disorders in Schools.” 2015. Web. 27 Feb 2021.
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 2021 Feb 27].
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
15.
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), Martin, Danny B (committee member), Flores-Gonzalez, Nilda (committee member), Turner, Erin E (committee member), Radinsky, Joshua (committee member), Gutstein, Eric R (chair).
Subjects/Keywords: mathematics; social justice; critical mathematics; critical pedagogy; critical care; students' perspectives
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APA ·
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Export
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Manager
APA (6th 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 (16th Edition):
Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Thesis, University of Illinois – Chicago. Accessed February 27, 2021.
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 (7th Edition):
Buenrostro, Patricia M. “Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice.” 2016. Web. 27 Feb 2021.
Vancouver:
Buenrostro PM. Humanizing Mathematics: Students' Perspectives on Learning Math for Social Justice. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Feb 27].
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 Manitoba
16.
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)
▼ 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 mothers and/or mothers-to-be. Seven adult students agreed to participate in this study, as did the English Language Arts teacher who facilitated the
critical literacy classroom activities. The study investigated the impact that
critical mathematics and
critical literacy activities had on developing students’
critical consciousness (Freire, 2000), which is a key component of transformative learning (Mezirow, 1997).
The findings indicate that the cumulative effect of the
critical curricular activities enacted during this study led to
critical consciousness development in students, and thereby contributed to a more transformative learning experience for them. The findings also indicate that action research was integral to changing the mathematics and English Language Arts classroom practices in this study.
Advisors/Committee Members: Morin, Francine (Curriculum, Teaching and Learning) (supervisor), Mandzuk, David (Educational Administration, Foundations and Psychology) Young, Jon (Educational Administration, Foundations and Psychology) Koch, Martha (Curriculum, Teaching and Learning) (examiningcommittee).
Subjects/Keywords: critical pedagogy; critical mathematics; critical literacy; critical media literacy; Indigenous; Aboriginal; Action research; Education
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th 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 February 27, 2021.
http://hdl.handle.net/1993/32040.
MLA Handbook (7th Edition):
Hunter, Todd. “Critical mathematics and critical literacy for indigenous students in an urban alternative high school program: an action research study.” 2016. Web. 27 Feb 2021.
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 2021 Feb 27].
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
17.
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 ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th 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 (16th Edition):
Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Thesis, [No school]. Accessed February 27, 2021.
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 (7th Edition):
Piña, Manuel Agustin. “A (Re)Vision of Critical Pedagogy for Inclusion.” 2013. Web. 27 Feb 2021.
Vancouver:
Piña MA. A (Re)Vision of Critical Pedagogy for Inclusion. [Internet] [Thesis]. [No school]; 2013. [cited 2021 Feb 27].
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.
University of Wollongong
18.
Andersen, Peter John.
Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.
Degree: EdD, 2016, University of Wollongong
URL: 1302
CURRICULUM
AND
PEDAGOGY,
1303
SPECIALIST
STUDIES
IN
EDUCATION
;
https://ro.uow.edu.au/theses/4945
► Calls have been made from the highest echelons to give children a greater voice in decision-making on global issues relevant to them. Environmental education…
(more)
▼ Calls have been made from the highest echelons to give children a greater voice in decision-making on global issues relevant to them. Environmental education has provided children with knowledge and skills to take action on behalf of the environment, while also raising awareness of the plight of the environment in their family homes. However, rarely have children been deliberately positioned to be intergenerational environmental change agents in their family homes. Therefore, the aim of this study was to provide a group of children with a tool that could support them to encourage environmental change in their family homes. Critical theory underpinned the makeup and methodology of this research project with particular focus on the concepts of critical pedagogy, transformation, power and hegemony.
The purpose of this qualitative case study was to test the effectiveness of a shared Protocol (Contract) for enabling children to become intergenerational environmental change agents by fostering environmentally responsible behaviour in their family homes. There were 24 participants, including six 14-year-old children, and their family members. A Protocol was designed by the children in a school-based environmental education subject and taken home to their family members so that they could set goals for living in a more environmentally responsible manner. Data was collected using four semi-structured interview phases and researcher field notes. The data was synthesised, summarised and thematically analysed according to the supporting research questions. Data is discussed through a critical theory lens in response to the central research question.
Analysis of the data revealed that the while the Protocol was reasonably effective in enabling the children to be intergenerational environmental change agents, the children had mixed success in negotiating hegemonic familial and social forces such as the dominance of adults in the family domain, the feeling of powerlessness by participants in the face of global environmental problems and the propensity of participants to neglect environmentally responsible behaviour if it threatened their established lifestyles. The findings from this study point to the need for school-based environmental educators to collaborate with students to produce programs that openly expose the issues of power and hegemony in the life worlds of children in order to enhance children’s opportunities to have an active voice in their schools, communities and families.
Subjects/Keywords: environmental education; critical pedagogy; change agents
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APA (6th Edition):
Andersen, P. J. (2016). Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. (Doctoral Dissertation). University of Wollongong. Retrieved from 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945
Chicago Manual of Style (16th Edition):
Andersen, Peter John. “Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.” 2016. Doctoral Dissertation, University of Wollongong. Accessed February 27, 2021.
1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945.
MLA Handbook (7th Edition):
Andersen, Peter John. “Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home.” 2016. Web. 27 Feb 2021.
Vancouver:
Andersen PJ. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2021 Feb 27].
Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945.
Council of Science Editors:
Andersen PJ. Children as intergenerational environmental change agents: Using a negotiated protocol to foster environmentally responsible behaviour in the family home. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 1302 CURRICULUM AND PEDAGOGY, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4945
19.
McDermott, Kevin.
Reading practice : essays in dialogue and pedagogical conversation.
Degree: PhD, 2002, University of South Wales
URL: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046
► How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued…
(more)
▼ How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued in this thesis. They are pursued through three action research projects. The research took place in Firhouse Community College, a second-level school in Dublin. Each of the projects was concerned with exploring the potential of conversation in a number of different school contexts. Chapter one relates my research to the literature on action research and to the literature on dialogue in education, and relates my work to the ethical concepts of friendship and care. The chapter also outlines the methodological approach and the data used in the research. Chapter two relates the interpretative reading of my own practitioner accounts to critical theory and the emancipatory ambition of its reflective practices. A project on student friendship groups is discussed in chapters three and four. These chapters highlight friendship as an important social and educational phenomenon and identify conversation as a concomitant communicative form. These chapters theorise the concept of pedagogical conversation and relate this concept to Aristotle's theory of friendship. Chapter five gives an account of a project with a third-year English class, developed around the ideas of dialogue and friendship. In the course of the project, students organised themselves into reading and discussion groups that were largely autonomous and self-regulating. Chapter six reviews the role and place of the teacher in the discourse of the classroom, in a dialogic teaching situation, and explores the potential of dialogue as means of enquiry and reflection. Chapter seven contrasts the peaceable conversation of professional friendship with the disputatious debate that often occurs at formal staff meetings. Chapter eight offers some reflective comments on the research. This thesis lays the foundation for a theory of teaching as a form of social practice, characterised by a disposition of care that is associated with friendship, and expressed through conversation. In doing so, it makes a valuable and original contribution to the literature on teaching and school culture. In its development of a dialogic model of research, the thesis makes a contribution to the literature on action research and practitioner enquiry.
Subjects/Keywords: 371.3; Critical pedagogy
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APA (6th Edition):
McDermott, K. (2002). Reading practice : essays in dialogue and pedagogical conversation. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046
Chicago Manual of Style (16th Edition):
McDermott, Kevin. “Reading practice : essays in dialogue and pedagogical conversation.” 2002. Doctoral Dissertation, University of South Wales. Accessed February 27, 2021.
https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046.
MLA Handbook (7th Edition):
McDermott, Kevin. “Reading practice : essays in dialogue and pedagogical conversation.” 2002. Web. 27 Feb 2021.
Vancouver:
McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Internet] [Doctoral dissertation]. University of South Wales; 2002. [cited 2021 Feb 27].
Available from: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046.
Council of Science Editors:
McDermott K. Reading practice : essays in dialogue and pedagogical conversation. [Doctoral Dissertation]. University of South Wales; 2002. Available from: https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393046
20.
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 (6th 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 (16th 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 February 27, 2021.
http://hdl.handle.net/10871/33927.
MLA Handbook (7th Edition):
Hamad, Karmand Abdulla. “Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq.” 2018. Web. 27 Feb 2021.
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 2021 Feb 27].
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
University College Cork
21.
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 (6th 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 (16th Edition):
Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Thesis, University College Cork. Accessed February 27, 2021.
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 (7th Edition):
Butler, Sheila. “Practising critical pedagogy through the lens of constructive-developmental theory.” 2018. Web. 27 Feb 2021.
Vancouver:
Butler S. Practising critical pedagogy through the lens of constructive-developmental theory. [Internet] [Thesis]. University College Cork; 2018. [cited 2021 Feb 27].
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
22.
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)
▼ 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 extrinsic values and descriptors, and parades them in
a pageant for the gaze of students. The valorization of historical
origins, texts, and doctrines leads students to frame religions as
static, logical, and intellectual, leaving them none the wiser as
to the lives and feelings and motivations of those around them.
This dissertation will situate World Religions in its historical
background and critique the worldview it promotes as both
misrepresenting contemporary religious experience and
simultaneously privileging and repressing students. I will propose
instead a World Religions course based on cosmopolitanism, care,
and postmodern
pedagogy that embeds the students in lived
experiences, honors their humanity, and engages them in the
worldwide human enterprise.;
Critical Pedagogy, Education,
Religion, World Religions
Advisors/Committee Members: H. Svi Shapiro (advisor).
Subjects/Keywords: Religions – Study and teaching; Critical pedagogy
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APA (6th 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 (16th Edition):
Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed February 27, 2021.
http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21000.
MLA Handbook (7th Edition):
Lovett, Stephanie Jane. “World religions: seeing with, not looking at.” 2016. Web. 27 Feb 2021.
Vancouver:
Lovett SJ. World religions: seeing with, not looking at. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2021 Feb 27].
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
Montana State University
23.
Lenart, Joshua Bela.
Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.
Degree: MA, 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 (6th Edition):
Lenart, J. B. (2005). Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1719
Chicago Manual of Style (16th Edition):
Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Masters Thesis, Montana State University. Accessed February 27, 2021.
https://scholarworks.montana.edu/xmlui/handle/1/1719.
MLA Handbook (7th Edition):
Lenart, Joshua Bela. “Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition.” 2005. Web. 27 Feb 2021.
Vancouver:
Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Internet] [Masters thesis]. Montana State University; 2005. [cited 2021 Feb 27].
Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719.
Council of Science Editors:
Lenart JB. Burdens and Blessings : heuristic pedagogy for the rhetorical endeavor in composition. [Masters Thesis]. Montana State University; 2005. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1719
Montana State University
24.
Modic, Amiee L.
Student misconceptions : identifying and reformulating what they bring to the chemistry table.
Degree: MS, 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)
▼ 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 to determine what types of treatments might be effective toward helping students redefine their concepts. Misconceptions were identified through the Particulate Nature of Matter Assessment, as well as through knowledge probes and the Conceptual Change Model. The primary methods of treatment included laboratory activities, model building and animations. Post-assessments and interviews revealed an improvement in the understanding of molecular size and conductivity of solutions at a conceptual level, while student understanding of phase changes did not improve as much. Interviews and small group discussion proved to be surprisingly useful and hold promise for future lesson planning.
Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).
Subjects/Keywords: Chemistry.; Critical pedagogy.; High school students.
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APA (6th Edition):
Modic, A. L. (2011). Student misconceptions : identifying and reformulating what they bring to the chemistry table. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1886
Chicago Manual of Style (16th Edition):
Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Masters Thesis, Montana State University. Accessed February 27, 2021.
https://scholarworks.montana.edu/xmlui/handle/1/1886.
MLA Handbook (7th Edition):
Modic, Amiee L. “Student misconceptions : identifying and reformulating what they bring to the chemistry table.” 2011. Web. 27 Feb 2021.
Vancouver:
Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Feb 27].
Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886.
Council of Science Editors:
Modic AL. Student misconceptions : identifying and reformulating what they bring to the chemistry table. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1886
University of Illinois – Urbana-Champaign
25.
Radhakrishnan, Ritu.
"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.
Degree: PhD, 1144, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/49648
► This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more critical theoretical approaches to…
(more)
▼ This study examines how a recreated art-infused curriculum shapes 5th grade students’ learning experiences. The curriculum was re-envisioned to include more
critical theoretical approaches to instruction. Particularly, I looked for ways in which social studies and art could be integrated in a more holistic and thematic curriculum. Since the inclusion of NCLB, instruction in social studies education and the fine arts has significantly decreased. My study seeks ways to make students’ learning more connected, rather than segmented by discrete content areas. In my research, I highlight how a newly conceptualized curriculum offers authentic learning opportunities through student engagement, student agency, and development of student voice. These opportunities are often not enacted as a result of constraining standards and assessment practices. In my analysis, I suggest that students’ hesitancy in expressing voice and agency may be seen as a result of a restraining and standardized curriculum. I suggest that reconceptualizing, or re-envisioning, curriculum towards more holistic and
critical pedagogical approaches is a significant part of offering students opportunities to increase their engagement in their learning, to develop agency and voice in their learning, make relevant and personal connections to learning, and to develop
critical awareness and higher-order thinking skills.
Advisors/Committee Members: McCarthey, Sarah J. (advisor), McCarthey, Sarah J. (Committee Chair), Bresler, Liora (committee member), Higgins, Christopher R. (committee member), Ndimande, Bekisizwe S. (committee member).
Subjects/Keywords: Curriculum; Critical pedagogy; Arts education; Middle school
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APA (6th Edition):
Radhakrishnan, R. (2014). "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49648
Chicago Manual of Style (16th Edition):
Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed February 27, 2021.
http://hdl.handle.net/2142/49648.
MLA Handbook (7th Edition):
Radhakrishnan, Ritu. “"Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum.” 2014. Web. 27 Feb 2021.
Vancouver:
Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/2142/49648.
Council of Science Editors:
Radhakrishnan R. "Painting the lily": An examination of 5th grade students' learning experiences in an arts-infused curriculum. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49648
University of Minnesota
26.
Mason, Ann Mogush.
Schooling culturally relevant pedagogy: one story about tension and transformation.
Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota
URL: http://purl.umn.edu/153909
► The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative…
(more)
▼ The need for multifaceted analyses of the relationship between how the United
States acknowledges racism and how schooling can be structured to mitigate its negative
impacts has never been greater, especially given the rising and often simplistic attention
to the racial “achievement gap.” In suburban, elite Pioneer City, a series of initiatives I
refer to as “the transformation” aimed to eliminate the racial achievement gap in that
school district through simultaneous efforts to redistribute students from a racially and
economically isolated elementary school and to train all district staff in a particular brand
of culturally relevant pedagogy (CRP; Ladson-Billings, 1995).
In this yearlong study, I used critical ethnographic methods to explore some
tensions between a goal of systemic change and the reproductive forces at play in
schools. My findings complicate preexisting ways of theorizing how CRP can be part of
practical efforts to transform schooling and they identify new possibilities for CRP as a
way to reenvision teaching and teacher education toward deep and enduring change.
Subjects/Keywords: Critical ethnography; Culturally relevant pedagogy; Race
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APA (6th Edition):
Mason, A. M. (2013). Schooling culturally relevant pedagogy: one story about tension and transformation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/153909
Chicago Manual of Style (16th Edition):
Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Doctoral Dissertation, University of Minnesota. Accessed February 27, 2021.
http://purl.umn.edu/153909.
MLA Handbook (7th Edition):
Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Web. 27 Feb 2021.
Vancouver:
Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2021 Feb 27].
Available from: http://purl.umn.edu/153909.
Council of Science Editors:
Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/153909
Texas Tech University
27.
Blumenthal, Jon Michael.
A pedagogy of choice.
Degree: English, 1999, Texas Tech University
URL: http://hdl.handle.net/2346/16571
► This thesis traces the development of alternative pedagogies to the oppressive model of the traditional, teacher-centered classroom perceived by political theorists, composition instructors, and cultural…
(more)
▼ This thesis traces the development of alternative pedagogies to the oppressive model of the traditional, teacher-centered classroom perceived by political theorists, composition instructors, and cultural critics. Chapter 1 outlines the problems with what Paulo Freire terms "the banking concept of education" (53), including deception and strict discipline as constituting a status quo that disenfranchises students. Additionally, Chapter 1 describes institutional constraints helping to reinforce the status quo of oppressive pedagogy.
Subjects/Keywords: Critical pedagogy; Education
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APA (6th Edition):
Blumenthal, J. M. (1999). A pedagogy of choice. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/16571
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Blumenthal, Jon Michael. “A pedagogy of choice.” 1999. Thesis, Texas Tech University. Accessed February 27, 2021.
http://hdl.handle.net/2346/16571.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Blumenthal, Jon Michael. “A pedagogy of choice.” 1999. Web. 27 Feb 2021.
Vancouver:
Blumenthal JM. A pedagogy of choice. [Internet] [Thesis]. Texas Tech University; 1999. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/2346/16571.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Blumenthal JM. A pedagogy of choice. [Thesis]. Texas Tech University; 1999. Available from: http://hdl.handle.net/2346/16571
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
California State University – Northridge
28.
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)
▼ 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 model offers an alternative approach to crime and conflict, one in which communities can move towards equity and liberation rather than maintaining the current systems of retribution and punishment (generation FIVE, 2007). Transformative justice helps us uncover the cause of acts of injustice by situating problems in their social context and taking into account the broader picture to better understand what happened and why. This research project entails designing and facilitating workshops on transformative justice with undergraduate students in an Intercultural Communication classroom at a university in Los Angeles, California. The classroom is an effective and appropriate choice because it is a site of transformation and change. Working within a
critical qualitative framework, the research methods used are
critical pedagogy, questionnaires, and elements of autoethnography. Through participant questionnaires, my field notes, and classroom observations I present and analyze the three main themes that emerged during the series of workshops. The themes are 1) self as agent of change; 2) transformative justice as everyday praxis; 3) transformative justice through education. Students who participated in the workshops began to see themselves as agents of change and recognize the value of addressing root causes of social issues in order to create a more equitable and just world.
Advisors/Committee Members: Sorrells, Kathryn (advisor), Minge, Jeanine M. (committee member).
Subjects/Keywords: critical pedagogy; Dissertations, Academic – CSUN – Communication Studies.
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APA (6th 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 (16th Edition):
Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Masters Thesis, California State University – Northridge. Accessed February 27, 2021.
http://hdl.handle.net/10211.2/1552.
MLA Handbook (7th Edition):
Scott, Lindsay Desiree. “Teaching transformative justice for social change.” 2012. Web. 27 Feb 2021.
Vancouver:
Scott LD. Teaching transformative justice for social change. [Internet] [Masters thesis]. California State University – Northridge; 2012. [cited 2021 Feb 27].
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
Virginia Tech
29.
Rowell, Jacob Ramone.
Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System.
Degree: MSin Life Sciences, Agricultural and Extension Education, 2020, Virginia Tech
URL: http://hdl.handle.net/10919/98731
► Creating educational spaces that support the cultural context of youth is a growing concern. Disconnection from the traditional classroom has led education researchers and practitioners…
(more)
▼ Creating educational spaces that support the cultural context of youth is a growing concern. Disconnection from the traditional classroom has led education researchers and practitioners to explore ways to connect minority students to the learning environment. The concern of the modern education system and its deficit in supporting minority populations has called for implementing new strategies. Outside of the classroom, non-traditional spaces have become spaces of creativity. Historical disconnection and historical trauma from agriculture has resulted in the population of minorities becoming passive recipients of an unequal food system. In order to assess the importance of exposing normalized food system inequalities and fostering
critical consciousness within minority youth, a culturally relevant program was used to explore minority youth conceptions of the food system and explore their change in conceptions. Youth participated in a four-week, hip-hop-based workshop to explore the food system. This workshop challenged their perceived understanding of their local food system and the hidden inequalities within it. The findings of this study indicated the importance of exposing normalized food system inequalities and fostering
critical consciousness within minority youth. Participants presented a change in their conception of the food system. Further, participants expressed emerging socio-political awareness of food access. This research study contributes to the work of culturally relevant education, the development of youth
critical consciousness, awareness, and community development.
Advisors/Committee Members: Scherer, Hannah H. (committeechair), Harrison, Anthony Kwame (committee member), Niewolny, Kimberly Lee (committee member).
Subjects/Keywords: critical pedagogy; hip hop; food system
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APA (6th Edition):
Rowell, J. R. (2020). Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/98731
Chicago Manual of Style (16th Edition):
Rowell, Jacob Ramone. “Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System.” 2020. Masters Thesis, Virginia Tech. Accessed February 27, 2021.
http://hdl.handle.net/10919/98731.
MLA Handbook (7th Edition):
Rowell, Jacob Ramone. “Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System.” 2020. Web. 27 Feb 2021.
Vancouver:
Rowell JR. Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System. [Internet] [Masters thesis]. Virginia Tech; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/10919/98731.
Council of Science Editors:
Rowell JR. Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System. [Masters Thesis]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/98731
University of Minnesota
30.
West, Rebecca.
Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators.
Degree: PhD, Music Education, 2020, University of Minnesota
URL: http://hdl.handle.net/11299/216104
► Based on Freire’s book Pedagogy of the Oppressed (1968) and related writings, critical pedagogy applies theoretical constructs from critical theory through emancipation of the oppressed…
(more)
▼ Based on Freire’s book Pedagogy of the Oppressed (1968) and related writings, critical pedagogy applies theoretical constructs from critical theory through emancipation of the oppressed and oppressor. Liberation is achieved through the process of: (a) acknowledging and naming oppression, social injustice, and biases, (b) critical reflection and dialogue, and (c) action to overcome those systems. These tenets are explored through learning and teaching contexts, where both the teacher and student are equal participants as intellectuals. Music therapists primarily work with individuals with an identified area of need, change, or growth and may belong to groups or communities that are historically and socially oppressed or marginalized. Therefore, application of critical pedagogy is particularly relevant to the field of music therapy. Music therapists are aware of the need to increase diversity within the field, as the field is predominantly white, female, and under 30 years of age. Moreover, the need to demonstrate cultural humility when working with service users is a growing area of research in music therapy. However, scant research exists exploring the role of critical pedagogy within music therapy curriculum. Specifically, how music therapy educators provide spaces for their students to identify and name systemic oppression, inequality, and barriers; how those impact service users; acknowledging our own lenses, biases, values, and lived experiences; and facilitating opportunities for students to enact change. The purpose of this interpretivist study was to explore why music therapy educators in the United States believe critical pedagogy is important and how they apply critical pedagogy in their undergraduate curricula and classroom environments. Constructivist grounded theory, theoretical sampling, constant comparative method, and both inductive and deductive methods were used to elucidate the data and analysis process. Eight music therapy educators completed semi-structured interviews and shared their experiences implementing critical pedagogy in their curricula. Analysis of the data resulted in two core categories: critical music therapy curriculum and outcome of critical pedagogy in undergraduate music therapy. The analysis also resulted in a model for critical music therapy curriculum. Music therapy educators discussed critical pedagogy benefits everyone and the need for critical pedagogy embedded throughout the curriculum.
Subjects/Keywords: critical pedagogy; grounded theory; music therapy
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
West, R. (2020). Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/216104
Chicago Manual of Style (16th Edition):
West, Rebecca. “Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators.” 2020. Doctoral Dissertation, University of Minnesota. Accessed February 27, 2021.
http://hdl.handle.net/11299/216104.
MLA Handbook (7th Edition):
West, Rebecca. “Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators.” 2020. Web. 27 Feb 2021.
Vancouver:
West R. Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators. [Internet] [Doctoral dissertation]. University of Minnesota; 2020. [cited 2021 Feb 27].
Available from: http://hdl.handle.net/11299/216104.
Council of Science Editors:
West R. Critical Pedagogy In the Undergraduate Music therapy Curriculum: A Grounded theory Study of Music therapy Educators. [Doctoral Dissertation]. University of Minnesota; 2020. Available from: http://hdl.handle.net/11299/216104
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Open Access Theses and Dissertations
