Book ChapterDOI
Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits
Thomas S. Popkewitz,Lynn Fendler +1 more
- pp 61-82
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Two literatures have shaped much of the writing in the educational foundations over the past two decades: Critical Thinking and Critical Pedagogy as mentioned in this paper. And each has sought to reach and influence particular groups of educators through workshops, lectures, and pedagogical texts.Abstract:
Two literatures have shaped much of the writing in the educational foundations over the past two decades: Critical Thinking and Critical Pedagogy. Each has its textual reference points, its favored authors, and its desired audiences. Each invokes the term "critical" as a valued educational goal: urging teachers to help students become more skeptical toward commonly accepted truisms. Each says, in its own way, "Do not let yourself be deceived." And each has sought to reach and influence particular groups of educators, at all levels of schooling, through workshops, lectures, and pedagogical texts. They share a passion and sense of urgency about the need for more critically oriented classrooms. Yet with very few exceptions these literatures do not discuss one another. Is this because they propose conflicting visions of what "critical" thought entails? Are their approaches to pedagogy incompatible? Might there be moments of insight that each can offer the other? Do they perhaps share common limitations, which through comparison become more apparent? Are there other ways to think about becoming "critical" that stand outside these traditions, but which hold educational significance? These are the questions motivating this essay.read more
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Journal ArticleDOI
The Best of Both Worlds: A Critical Pedagogy of Place:
TL;DR: In this paper, a critical pedagogy of place is proposed, which seeks the twin objectives of decolonization and re-habitation through synthesizing critical and place-based approaches.
Journal ArticleDOI
Exploring the Philosophical Underpinnings of Research: Relating Ontology and Epistemology to the Methodology and Methods of the Scientific, Interpretive, and Critical Research Paradigms
TL;DR: In this article, the philosophical underpinnings of three major educational research paradigms: scientific, interpretive, and critical are explored, and the interrelationships between each paradigm's ontology, epistemology, methodology and methods are discussed.
Journal ArticleDOI
Beyond cultural competence: critical consciousness, social justice, and multicultural education.
Arno K. Kumagai,Monica L. Lypson +1 more
TL;DR: The authors critically analyze the concept of cultural competency and propose that multicultural education must go beyond the traditional notions of “competency” and involve the fostering of a critical awareness—a critical consciousness— of the self, others, and the world.
An overview on transformative learning
TL;DR: The concept of Transformative Learning was first introduced by Mezirow in 1978 as mentioned in this paper, who was inspired by Brazilian Paulo Freire and German Jurgen Habermas, among others.
Journal ArticleDOI
Critical Thinking as a Citizenship Competence: Teaching Strategies.
Geert ten Dam,Monique Volman +1 more
TL;DR: In this article, the authors discuss various instructional formats for critical thinking from a social constructivist point of view, and propose a framework for the acquisition of the competence to participate critically in the communities and social practices.
References
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Journal ArticleDOI
The Generalizability of Critical Thinking
TL;DR: The Generalizability of Critical Thinking as mentioned in this paper is a seminal work in the field of critical thinking, and it has been studied extensively in the literature. Educational Philosophy and Theory: Vol. 23, No. 1, pp. 18-30.
BookDOI
Critical Conversations in Philosophy of Education
TL;DR: Critical Conversations in Philosophy of Education as mentioned in this paper ) is a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education, including critical Marxism, poststructuralist, postmodernist and cultural theory.