• Title, Summary, Keyword: critical pedagogy

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Reflecting Critical Pedagogy: Its Application to EFL Contexts and Criticism

  • Jeon, Ji-Hyun
    • English Language & Literature Teaching
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    • v.15 no.3
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    • pp.59-81
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    • 2009
  • The primary goal of this paper was to develop a critical point of view to critical pedagogy when applied to EFL contexts. Critical pedagogy is more concerned about how language can affect personal and social change of teachers and students than it is with how to teach language effectively or in ways that encourage critical thinking on the part of teacher and students. For this goal, this paper introduces the definition, emergence and major constructs of critical pedagogy in a broad way at first. Then, this paper presents how critical pedagogy has an impact on ELT, focusing on how critical pedagogy is applied in ELT contexts and why the application of critical pedagogy in EFL can be criticized, through the review of empirical studies. Reflection of Korean English teaching situation and applicational difficulties of critical pedagogy in Korean ELT are followed.

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Critical Pedagogy of Space and the Reconceptulalization of Geography Education (비판교육학의 공간적 관심과 지리교육의 재개념화)

  • Cho, Chul-Ki
    • Journal of the Korean Geographical Society
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    • v.47 no.5
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    • pp.775-790
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    • 2012
  • This paper considers chronologically the discourse of space as one of key concepts in geography, and then argues that geography education ought to be the critical pedagogy of space. Recent social science including geography and education has more empathized the sociality and spatiality of space than the physicality of space, and argues that space is constructed socially. Thus, it has been considered that space is no longer empty container to be filled with social relationships, but is concerned with the production and reproduction of social relationships through political struggles with diverse meanings. Now, geography education has to examine the different ways which space has been conceptualized, and develop geography education as critical pedagogy of space that focuses on reading the multiple and contested nature of space.

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Understanding International Volunteering in Education through Critical Pedagogy (비판교육학을 통한 교육 국제자원활동의 이해)

  • Hur, Changsoo
    • The Journal of the Korea Contents Association
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    • v.16 no.5
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    • pp.87-95
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    • 2016
  • International volunteering in education is one of activities in volunteering. Volunteers have been recognizing that educational activities play an important role in volunteering. Recently, there is an increase of participants and various supports for educational volunteering in South Korea. However, regardless of the essential meanings in which activities commonly attempt for deriving local sources in terms of human and resources, many participants in volunteering take advantages of their own purposes and providing their supports in terms of a mercy. This study asserts that this situation comes from the lack of theoretical understanding of volunteering. Therefore, this study realizes a need of providing a theoretical background and purports to suggest it for international volunteering in education. It is the critical pedagogy. Critical pedagogy tries to deconstruct false-consciousness of the oppressed through education. And, it emphasizes that people could have autonomy and self-directed sovereignty. Accordingly, critical pedagogy should be a theoretical background of activities for deriving human's autonomous consciousness and their own resources. Thus, it might be a theoretical background for international volunteering in education.

Exploring a Deeper Meaning in Service-Learning Pedagogy and Implementing it in Family and Consumer Sciences Education

  • Kwon, Yoo-Jin
    • International Journal of Human Ecology
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    • v.9 no.1
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    • pp.71-79
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    • 2008
  • Service-Learning pedagogy includes community service and reflection as main components. Students can learn integration and application of knowledge beyond specific fields through experiences and reflection. The purpose of family and Consumer Sciences Education is related to connect theory and practice to improve individual, family, and community life. The curriculum focuses not only on content mastery in subjects, but also application of that knowledge to the real lives of students. Considering the purpose of service-learning as integration and application of knowledge, service- learning pedagogy can contribute to rethink family and Consumer Sciences Education. Reflection as a key component is examined for service-learning pedagogy. Exploring a deeper meaning of reflection in aspects of community connection, critical thinking, and transformative learning would extend the value of it and provide implications for implementing reflection in service-learning pedagogy in Family and Consumer Sciences Education.

Relating Social Concern-oriented Geography Education to Critical Pedagogy (사회적 관심 지향의 지리교육과 비판적 교육학의 조응)

  • Cho, Chul-Ki
    • Journal of the Korean association of regional geographers
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    • v.11 no.5
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    • pp.458-473
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    • 2005
  • This paper begins with a critique that researches of geography education in Korea have not reflected the ideological debates in education and geography. The purpose of this paper is to figure implications for socially-critical geography education being studied in England as openly-ideological approach. First, ideological viewpoints of geography education was categorized through analysis of ideology in education and geography. Especially, a limit of conservative and liberal approach is indicated, socially-critical viewpoint is intrinsically justified as alternative logic. Socially-critical theorizing can change teacher's role as an agent of curriculum change and their conduct knowledge as well as geography curriculum. Second, (social) concern-oriented geography education to be more concerned to 'the social' can be realized through the third space approach and committed geography education as critical pedagogy. And, critical literacy is needed to teachers and students for practice of socially-critical geography education.

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A study on the effective cultural instruction based on the critical approach through film (영화를 이용한 비평적 문화교육 연구)

  • Yang, Miran;Bang, Youngjoo
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.313-337
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    • 2011
  • The purpose of the study is to investigate the effectiveness of the cultural instruction based on the critical pedagogy through film. The participants were 21 college students enrolling 'Understanding American/British culture'class and the class was 15 week long. During class, they discussed and selected the cultural topics related to the movies, complete the research papers, and then gave presentations. The students' portfolio, which consists of the goal statements, research papers, and the reflective journals, was analyzed to investigate the effectiveness of the instruction. The results showed that the instruction was effective in five aspects. They are, 1)accumulation of the cultural knowledge, 2)better understanding of the target culture and its people, 3)acquisition of the critical perspectives toward the target and their own cultures, 4)teaching method, and 5)increase of the motivation for studying other cultures. The study suggested that the instruction should be applied to English-medium class with more advanced students.

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Understanding Global Citizenship Education as Critical Pedagogy (비판교육학에 의한 세계시민교육의 이해)

  • Hur, Changsoo
    • The Journal of the Korea Contents Association
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    • v.17 no.9
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    • pp.225-234
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    • 2017
  • Scholars suggests global citizenship education(GCE) as an important direction for the future education. Although many academic discussions have been internationally going on, the studies in Korea are still on the beginning stage. Thus, it is asserted that studies for GCE should be proceeded more actively and widely, especially for a theoretical background because it might give a concrete direction for GCE. In the international trend, studies suggest that GCE should be discussed among post-modernism, post-colonialism, and critical theory as theoretical framework. So, this study purports to find a theoretical framework which represents those three. It is critical pedagogy (CP) which also includes educational values for GCE. The reason is because CP tries to achieve emancipation in terms of consciousness, reason and rationality through educational praxis and it should be a background for GCE in terns of current situation in the world. Therefore, this study asserts and tries to prove that CP is currently at the center of theoretical backgrounds for GCE.

A literature research on critical mathematics education (비판적 수학교육에 대한 문헌 분석 연구)

  • Kwon, Oh Nam;Park, Jung Sook;Oh, Kukhwan
    • The Mathematical Education
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    • v.52 no.3
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    • pp.319-334
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    • 2013
  • This study is a literature research on critical mathematics education. In this study, we analyzed the literature about critical theory and critical education, especially focused on Freire's educational works. And also, we reviewed studies and lesson examples about critical mathematics education. The purpose of this research is to improve understanding about critical mathematics education. We found the connection between the goals, teaching methods and contents of critical mathematics education and Freire's theory of critical pedagogy. Critical mathematics lessons stimulated student's sense of social agency and induced student's inquiry. Critical mathematics education has a merit on aspect of mathematical connection and communication by adopting social issues and student's discussion in mathematics lessons. Although there are many obstacles to overcome, critical mathematics education is one of the educational direction to seek.

A Qualitative Analysis of "The Children's Talent Show" at Child Care Centers (보육시설에서의 "학예발표회"에 대한 질적 분석)

  • Kim, Eun-Ju;Seo, Young-Hee
    • Korean Journal of Child Studies
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    • v.31 no.2
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    • pp.243-262
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    • 2010
  • This study approaches the children's talent show performed at child care centers from the perspective of critical pedagogy in order to investigate its social, economic, and political context. Two child care centers where children's talent show are opened annually were selected as a sample. A qualitative study was conducted by collecting data from participant observation and interviews with the children, teacher, parents, and principles at the selected centers. The results of this study can be summarized as follows. The children's talent show played a role as a business tool for managing the child care center in terms of such functions as recruitment of new children and promotion of the institute, rather than simply being the result of demand from the children and parents. Consequently, the children and parents appear to be passive participants in the talent show by partially accepting the positive views thus generated without expressing disagreement with these views. This study suggest the need for a general debate regarding the planning and execution of events at child care centers.

Conscientization and the Discursive Construction of Identity Across cultures: Using Literacy Autobiography as a Reflective and Analytical Tool

  • Pederson, Rod
    • Cross-Cultural Studies
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    • v.20
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    • pp.149-182
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    • 2010
  • This paper reports on an ongoing study that utilizes the literacy autobiographies of 10 Asian and 10 Western graduate students from TESOL Masters programs in Korea and America as data for a cross cultural study on the discursive process of identity formation and the development of critical consciousness (Freire, 2000). While the data suggests similarities and differences between cultures in terms of the effects of education, social relationships, media, and religion, no definitive claims may be made due to the small size of the research corpus. However, analysis of the data revealed that only four of the narratives could be judged as engaging in critical introspection of individual subjects systems of knowledge, values, and beliefs, as opposed to the other narratives that were primarily descriptive of individual personal experiences. As such, this study found that while the willingness and ability to engage in the critical practices which lead to the development of a critical consciousness are similar across cultures, they may be mediated by the literacy practices inscribed in education, media, and other social practices.