Critical Teaching

2020 ◽  
Author(s):  
Jay M. Feinman
Keyword(s):  
Critical Teaching

Critical Teaching and Everyday Life

1980 ◽  
Vol 31 (4) ◽  
pp. 439
Author(s):  
Robert C. Rosen ◽  
Ira Shor
Keyword(s):  
Everyday Life ◽  
Critical Teaching

Connected literacies of anti-racist youth organizers

2020 ◽  
Vol 19 (3) ◽  
pp. 347-363
Author(s):  
Abigail Rombalski
Keyword(s):  
High Schools ◽  
Design Methodology ◽  
English Education ◽  
Urban High Schools ◽  
Youth Organizing ◽  
Ethnographic Methods ◽  
Content Type ◽  
Critical Teaching ◽  
Activist Groups

Purpose This article aims to share findings from a youth-informed study with interracial anti-racist youth activist groups in two urban high schools. Design/methodology/approach The study used mostly critical ethnographic methods. Findings The findings showed that the agency of youth activists amplified their literacies of love and resistance, organizing, critical teaching, and knowledge. More research is needed in English education related to youth organizing activities across contexts as youth organizing work is largely unknown or underused by educators and schools. Originality/value Overall, this research supports humanizing collectives that amplify the literacies of youth and position youth-centered education for liberation.

scholarly journals CULTURA E ENSINO CRÍTICO DE LÍNGUA INGLESA COMO LÍNGUA INTERNACIONAL | CULTURE AND ENGLISH AS AN INTERNATIONAL LANGUAGE CRITICAL TEACHING

2016 ◽  
pp. 182
Author(s):  
Tainá Almeida Alves Martins
Keyword(s):  
United States ◽  
English Language ◽  
The United States ◽  
Cultural Influence ◽  
Pedagogical Approach ◽  
English Teaching ◽  
Language And Culture ◽  
International Language ◽  
Critical Teaching ◽  
The Relationship

<p>Este artigo tem por objetivo esclarecer a relação entre língua e cultura e sua importância para o ensino crítico da língua internacional (SIQUEIRA, 2008) da atualidade: a língua inglesa (LI). Inicialmente, as transformações pelas quais passou o conceito de cultura (STREET, 1993; LIMA, 2008; BAUMAN, 2013) são evidenciadas a fim de demarcar qual compreensão do termo é a mais adequada para o ensino crítico de línguas aqui defendido. Os perigos da influência cultural indiscriminada dos países de LI, principalmente Inglaterra e Estados Unidos, são tematizados na parte dois deste artigo e relacionados ao fenômeno de afinamento de fronteiras e trânsito cultural chamado de globalização. Por fim, defende-se a interculturalidade (KRAMSCH, 2001; ALMEIDA FILHO, 2002; OLIVEIRA, 2007), como melhor abordagem pedagógica para um ensino de LI que se pretenda crítico e reflexivo.</p><p><strong>Abstract:</strong><em> </em><em>This article aims to clarify the relationship between language and culture and its importance to the critical teaching of today's international language (Siqueira, 2008): the English language (EL). Initially, the transformations undergone by the concept of culture (Street, 1993; Lima, 2008; Bauman, 2013) are highlighted in order to demarcate which understanding of the term is most appropriate for critical language teaching here defended. The dangers of indiscriminate cultural influence of EL countries, mainly Britain and the United States, are thematized in part two of this article and related to the weakening borders and cultural traffic phenomenon called globalization. Finally, the interculturality (Kramsch, 2001; Almeida Filho, 2002; Oliveira, 2007) is presented as best pedagogical approach to EL teaching that intends to be critical and reflective</em>.</p><p>Keywords: <em>Culture; Globalization; Interculturality; Critical English teaching.</em></p>

scholarly journals Kritisk undervisning i KRLE

Prismet ◽  
1970 ◽  
pp. 181-198
Author(s):  
Aina Hammer ◽  
Åge Schanke
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Critical Teaching

I skolens overordnede styringsdokumenter er kritisk tenkning fremhevet som en sentral ferdighet, og i KRLE-fagets formålsbeskrivelse er det understreket at undervisningen skal være kritisk. I formålet for faget utdypes det ikke ytterligere hva som legges i kritisk undervisning. Denne artikkelen viser hvordan et utvalg lærere forstår kritisk undervisning i KRLE, og setter søkelys på hvordan lærerne begrunner sine forståelser. Det viser seg at lærernes tilnærming til kritisk undervisning kan sees i sammenheng med deres generelle kritikkforståelse, religionsforståelse og hvordan de forstår danningsoppdraget i faget. Nøkkelord: KRLE, kritisk undervisning, kritikk, religionskritikk, danning AbstractIn the school's overall management documents, critical thinking is emphasized as a central skill, and in the KRLE subject's purpose description it is emphasized that teaching must be critical. For the subject’s purpose, it is not further elaborated on what is included in critical teaching. This article shows how a variety of teachers understand critical teaching in KRLE, and focuses on how teachers justify their understanding. It turns out that the teachers' approach to critical teaching can be seen in the context of their general understanding of criticism, understanding of religion and how they understand the formation assignment in the subject.Keywords: Religious education, critical teaching, criticism, criticism of religion, formation

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