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=Welcome to CTL3008!= This site is to bridge access to the course syllabus and suggested readings while waiting for access to the Blackboard Portal to be formalized. Please feel free to explore the Discussion tab, where you can spark a discussion with your classmates on a topic close to heart! Enjoy!


 * Course Syllabus **

**CRITICAL PEDAGOGY, LANGUAGE AND CULTURAL DIVERSITY (CTL 3008H) **
> **Course instructor: Christine D. Connelly ** > //Thank you to Jim Cummins for sharing his syllabus, on which this version is based as an articulation to his historicity/repertoire, both uniquely situated and extensive, which provided a starting point as I grappled with decisions about the inclusion/exclusion of texts and the contextualization of “critical pedagogy”. In part, this cumulative work bears testimony to the significance of Jim’s legacy in the field, as a celebration of his scholarship among contemporary scholars of critical pedagogy. // > > //Jim’s course description: // > Linguistic and cultural diversity have always characterized human societies and have usually played a central role in mediating power relations between dominant and subordinated groups. During the past 30 years, theorists working within the framework of Critical Pedagogy have begun to describe how societal power relations play themselves out in schools both through interpersonal interactions and the hidden curriculum. In particular, theory has focused on how language use and language learning interact with dimensions such as class, race, ethnicity, gender, and sexual orientation in mediating power relations within the educational system. The course will focus on this body of theory and research and explore its applications to current educational issues related to culturally diverse students in both North American and international contexts. > > **Course Organization ** > //Jim’s framing: // > The course will focus on the three themes to which the course title refers: **//foundations of//** //**critical pedagogy**//**,** //dimensions of **language policy and practice** in education//, and //issues related to **cultural diversity** in education//. > > There will be equal emphasis on theory and practice. Educational theory and practice are in constant dialogical relationship with each other—all practice implies theory and theory assumes meaning only in the context of relationships, events, and social practices in the everyday material world. Thus, participants in the course will explore existing ideas, generate new knowledge/insights, and think, talk and write about how these ideas and insights can be put into play in the context of educational structures and classroom interactions. > > There will also be an equal emphasis on whole class discussion and group work focused on exploring ideas and generating insights. It is expected that participants will take responsibility for reading extensively beyond what is suggested for each class and will contribute their ideas derived from this self-selected reading both in class and through Blackboard. At the beginning of class, we’ll frequently discuss some of the issues that arose on Blackboard in the previous week. > > Most suggested readings for the course will be available through Blackboard. Moreover, Jim has generously provided a digital copy of his book,. > >  · > Participants interested in the practical classroom applications of critical pedagogy are encouraged to consult the //Rethinking Schools// website (www.rethinkingschools.org). In particular, I would recommend three of the books published by Rethinking Schools: > > >  · **//Rethinking Our Classrooms. Teaching for Equity and Justice. Volume 2 //**; > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">[] > > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-align: justify; text-indent: 0in;"> · **//<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Teaching Social Justice by the Numbers. //**<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> Edited by Eric Gutstein and Bob Peterson; [] > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l3 level1 lfo2; text-align: justify; text-indent: 0in;"> · **//<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Rethinking Multicultural Education: Teaching for Racial and Cultural Justice. //**<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Edited by Wayne Au; [] > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">For those interested in contributing to constructing a scholarly community context around critical pedagogy, you might consider submitting a piece to: [] > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Grades ** > //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Following Jim’s syllabus: // > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Grades will be based on the work produced collectively and individually within the course. A grade of A+ is appropriate for work that is publishable as is or with minor revisions. A grade of A is earned by work that makes coherent and original analyses of issues and/or syntheses of research and theory on particular topics. A grade of A- is given for work that is competent and accurately reports some of the research and theory in a particular area but which is not characterized by original insights or which might benefit from deeper analysis around issues of power/language. The core criterion for evaluation is the quality of insights generated during the course and evident in class discussion, Blackboard entries, and work submitted. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">You have a choice with respect to the work you submit for evaluation: > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Submit a portfolio of work carried out in the course. This should include minimally all contributions to Blackboard discussions and a brief (3-5 pages 1.5 spacing) summative reflection on the course as a whole or one or more issues discussed in the course. I strongly recommend that you keep “field notes” as the course progresses; these might include ideas, insights, reflections, questions, or critique written after each class or at regular intervals. If you wish, these field notes can also be submitted as part of the portfolio. The portfolio can be submitted in either electronic or hard-copy form (suggested submission date: June 16 or before). > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l2 level1 lfo3; text-align: justify; text-indent: -0.25in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Choose a project or term paper topic that you want to explore and submit it in lieu of the portfolio. Depending on your interests or stage in your graduate program, this might include a draft research proposal, a literature review that might form part of your proposal or thesis, a paper written for publication, or any other project that you are interested in. If you choose to go this route, you should discuss your ideas with me during the course. Obviously, the topic you choose to pursue should be related to the issues discussed in the course. > > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Course Schedule ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Part 1: Critical Pedagogy—What Is It and Why Does It Matter? ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 3: //Introduction// **//<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> **and overview** // > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">We’ll view part of a TVO panel discussion that focuses on the purpose of education and the extent to which teachers should or should not be “social activists” concerned about issues of social justice. You can finish watching the program yourself at: []. > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">For next two classes read anything you can find about Paulo Freire including everything that is in the Freire folder in Blackboard. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Over the next few weeks you might find it helpful to consult: //Glossary,// In //Breaking Free: The Transformative Power of Critical Pedagogy// (provided on Blackboard)//.// > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 5: //Critical pedagogy through the medium of hummus, chips, juice, and speed dating// ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">This session will focus on who we are and why we’re in this course. There should be no more than 4 or 5 people per table and you should stay at one table no longer than 5-10 minutes before moving on. The task is to find at least one person (hopefully several) who is interested in the same kinds of issues you are interested in. Also, you should retain at least 4 names of people and, when we get back together as a whole group, be able to talk a little bit about their interests and experience. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">In this class also, we’ll form 4 groups that will focus on a critical review of the work of (a) Paulo Freire, (b) Henry Giroux and/or Peter McLaren, (c) Critical feminist scholars (e.g., bell hooks, Elizabeth Ellsworth, Kathleen Weiler, Sonia Nieto, etc.), (d) Critics of critical pedagogy (either from left or right political perspectives; can also include some of the feminist critics of critical pedagogy (e.g., Ellsworth). > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">On May 12 and 17, the groups will present their findings and insights to the class. Each class will have 2 group presentations.  > > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 10: //Empowerment, identity, language and social justice// ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">In this class, I’ll give an overview of the work of Jim Cummins as it relates to critical pedagogy, language and cultural diversity. You should read any work of Jim’s that you can find (e.g., //Negotiating Identities//) for this class and any other papers that are on Blackboard and might be of interest to you. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">We’ll also take some time in this class for the groups to meet and plan their presentations. > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 12: //Group presentations A// ** > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">In preparing your group presentation, you should identify and discuss at least 3 core ideas or concepts that are associated with the theorist or writer. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Among the general questions you might want to consider are the following: > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-align: justify; text-indent: -0.25in;"> · //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">What is unique about critical pedagogy? // > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-align: justify; text-indent: -0.25in;"> · //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">How does Freire’s work and that of other critical pedagogues differ from other respected educational theorists (e.g., Dewey, Freinet, etc.)? // > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-align: justify; text-indent: -0.25in;"> · //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">What is critical pedagogy’s claim to be taken seriously? // > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-align: justify; text-indent: -0.25in;"> · //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">What kind of changes does critical pedagogy imply in educational systems around the world? // > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-align: justify; text-indent: -0.25in;"> · //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Why are critical approaches to education largely ignored within everyday schooling practices and in most policy documents? // > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo4; text-align: justify; text-indent: -0.25in;"> · //<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">What critiques have been made about critical pedagogy (e.g., Ellsworth, Yates, etc.)? How valid are these critiques? // > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 17: //Group presentations B// ** > > > <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Part 2: **How Do We Explain Patterns of School Success and Failure in International Contexts?** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 19: //What are the patterns of school success and failure in school systems around the world?// ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">We will examine data on what social groups experience educational difficulties and the causal factors that have been suggested to explain these difficulties. The data from the OECD’s Programme for International Student Achievement (PISA) studies are relevant as well as data from many other Canadian, U.S., and international sources. The research and theoretical frameworks proposed by the following writers are worth examining: John Ogbu, Sonia Nieto, Henry Trueba, Jean Anyon, Tove Skutnabb-Kangas, and Frederick Erickson. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">We’ll take time during this session for groups to discuss issues of school failure in different geographical contexts > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 24: //Group presentations on the discourse of school failure in different countries around the world// ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Groups will research and make presentations about how educational success and failure is discussed in different contexts. Is success seen as a matter of individual effort? To what extent are socioeconomic (SES) variables seen as contributing to school success and failure? How are ethnic and “racial” differences in success interpreted? > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">In this class, we’ll also form 3 groups for final presentations during the end of May/beginning of June. Each group will present during the course of one entire class. The 3 groups will be organized according to the broad headings of: **(a)** **//Theory,// (b) //Practice,//** and **(c) //Policy.//** The “Theory” group will inquire into theoretical aspects of critical pedagogy, language, and cultural diversity in education; the “Practice” group will examine classroom practices that have shown promise for promoting social justice in education; and the “Policy” group will explore how the theory and promising practices can be turned into policies and educational structures that will significantly affect students’ experience and awareness of social justice issues in education. > > > <span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Part 3: Student Syntheses of Theory, Research, Policy, and Practice > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 26: //No formal class—group research on chosen topics// ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">May 31: //Theory group presentation// ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">June 2: //Practice group presentation// ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">June 7: //Policy group presentation// ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">June 9: //Last class—wrap-up and course evaluation// ** > > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Issues to think about within the course: ** > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Multiculturalism, Racism, & Critical Pedagogy **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">: What are the relationships among anti-racism, multiculturalism, and critical pedagogy? How should we interpret attacks during the 1990s on multicultural policy within Canada (e.g. Bisoondath, Bibby)? Is Canadian multicultural policy simply an oppressive facade? How does multicultural education in Canada compare to similar initiatives in the U.S., Britain, and other countries around the world? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Feminist Perspectives and Critical Pedagogy: **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> What do feminist critiques of critical pedagogy (e.g. Elizabeth Ellsworth) bring to voice that differs in framing from assessments put forth by bell hooks or Kathleen Weiler? What is the current status of these countrapuntal variations? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical Pedagogy and Language Policy Internationally: **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">How have critical pedagogy perspectives been implemented in countries outside North America? Freire’s ideas grew from his experience in Brazil and have been extremely influential internationally – what examples can we find of these ideas in practice around the world? How are educational policies towards culturally-diverse groups implemented internationally? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Linguistic Imperialism **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">: How valid are the perspectives of Pennycook, Phillipson, and Tollefson (among others) that the teaching of English as a second/foreign language is often a form of linguistic imperialism? What do their analyses mean for practicing teachers? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Technology and Critical Pedagogy: **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> How does the rapid expansion of digital technologies intersect with critical approaches to education? How cost-effective is money spent on technology with respect to improving student achievement and bridging achievement gaps between rich and poor students? What opportunities are presented by technology in terms of implementing critical or transformative pedagogies? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">How Do We Explain Variation among Cultural Groups in Educational Achievement? **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> In virtually every context where data on this issue have been analyzed, considerable variation among groups has emerged. What factors contribute to this variation? How valid is Ogbu's macro-social explanation and how do we assess critiques of Ogbu from scholars such as Trueba who emphasize micro-social factors? Is Ogbu's distinction between immigrant/voluntary and “castelike”/involuntary minorities defensible? Why do many groups of Asian minority students perform well academically? How credible is the “model minority” stereotype? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Language Policy, Bilingual/International Language Education, and Critical Pedagogy: **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> How valid and/or realistic is the expectation that bilingual students' L1 should be promoted actively in the school? Why is there virtually no bilingual education for non-francophone minorities in Ontario? Is this lack of attention to students' L1 discriminatory? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">First Nations Education and Critical Pedagogy: **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;"> What educational directions would critical pedagogy suggest in relation to First Nations education? Why is there so little bilingual education in First Nations communities across Canada, even in band-controlled schools? What kind of curriculum would be most likely to involve First Nations students actively in education? Can the legacy of identity destruction and attempts at cultural/spiritual genocide ever be overcome through education, particularly when this education is being conducted almost exclusively by White educators? > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Deaf Education and Critical Pedagogy **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">: Virtually the same issues can be raised in relation to the education of deaf/hard-of-hearing students as in the case of First Nations. Why do hearing educators dominate policy in schools and programs serving Deaf and hard-of-hearing students? Why is ASL perceived as such a threat? Do cochlear implants spell the end of ASL and Deaf culture? Is there any research basis for Ontario’s policy of discouraging children who have received cochlear implants from learning ASL? > > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Relevant Books/Journals/Articles ** > > <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Apple, M. (2009). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">The Routledge international handbook of critical education //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York, NY : Routledge. > > Apple, M (1996). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Cultural politics and education //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">New York: Teachers College Press. > > Apple, M. (1993). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Official knowledge: Democratic education in a conservative age //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">New York: > Routledge. > > Apple, M. (1990). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Ideology and curriculum //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. 2nd ed. New York: Routledge. > > Apple, M. (1986). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Teachers and texts: A political economy of class and gender relations in // > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">education //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">New York: Routledge. > > Aronowitz, S. (2004). Against schooling: Educaiton and social class. //Social text, 22//(2): 13-35. > > Aronowitz, S. & Giroux, H. A. (1993). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Education still under siege: The conservative, liberal and // > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">radical debate over schooling //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. 2nd ed. Toronto: OISE Press. > > Aronowitz, S. & Giroux, H. A. (1991). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Postmodern education: politics, culture and social criticism. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Minneapolis: University of Minnesota Press. > > Assembly of First Nations. (1988). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Traditions and education: Towards a vision of our future //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. > Ottawa: Assembly of First Nations. > > Britzman, D. P. (1991). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Practice makes practice: A critical study of learning to teach //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Albany: > SUNY Press. > > Carnoy, M. & Levin, H. M. (1985). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Schooling and work in the democratic state //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Stanford, Cal.: > Stanford University Press. > > Carr, W. & Kemmis, S. (1986). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Becoming critical: Education, knowledge and action research //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. > Philadelphia: Falmer. > > Churchill, W. (1992). //Fantasies of the Master Race: Literature, Cinema and the Colonization// > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">of American Indians //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">, Monroe, ME: Common Courage Press. > > Cummins, J. (1989). //Empowering Minority Students//. Sacramento, CA: CABE. > > Dippo, D. (2001). Two news, two views of Toronto schools: Learning from broadcast news. In C. Edelsky & C. Dudley-Marling (Eds.), //Where did all the promise go ? Case histories of progressive language policies and practice//. > > Freire, P. (1993). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Pedagogy of the Oppressed //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">(M. B. Ramos, Trans.). New York: Continuum. > > Freire, P. (1973). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Education for critical consciousness //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: Seabury. > > Freire, P. (1970). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Cultural action for freedom //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Cambridge, Mass.: Harvard Educational Review. > > Freinet, C. (1968). //La méthode naturelle//. Neuchâtel : Delachaux et Niestlé. > > Freinet, C. (1964). //Les techniques Freinet de l’école moderne//. Paris : A. Colin. > > Giroux, H. A. (1996). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Counternarratives: Cultural studies and critical pedagogies in postmodern spaces //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: Routledge. > > Giroux, H. A.(Ed.) (1992). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Border crossings: Cultural Workers and the politics of education //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: Routledge. > > Giroux, H. A.(Ed.) (1991). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Postmodernism, feminism, and cultural politics: Redrawing the // > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">boundaries of educational criticism //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Albany: SUNY Press. > > Giroux, H. A. & McLaren, P. (Eds.) (1989). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical pedagogy, the state and cultural struggle //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. > Albany: SUNY Press. > > Giroux, H. A. & Simon, R.(Eds.) (1989). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Popular culture: Schooling and everyday life //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. South Hadley, Mass.: Bergin & Garvey. > > Gore, J. (1993). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">The struggle for pedagogies //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: Routledge. > > Henley, D. & Young, J.(Eds.) (1990). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Canadian perspectives on critical pedagogy //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Winnipeg: > Canadian Critical Pedagogy Network. > > Hinchey, P. H. (1998). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Finding freedom in the classroom: a practical introduction to critical theory //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">.New York: Peter Lang. > > Kincheloe, J. (1993). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Toward a critical politics of teacher thinking. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Westport, Conn. Bergin & > Garvey. > > Kincheloe, J. & Steinberg, S.(Eds.) (1998). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Unauthorized methods: Strategies for critical teaching //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. > New York: Routledge. > > Luke, C. & Gore, J.(Eds.) (1992). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Feminisms and critical pedagogy //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: Routledge. > McLaren, P. (1995). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical Pedagogy and predatory culture. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">New York: Routledge. > > McLaren, P. (1994). Critical pedagogy: Constructing an arch of social dreaming and a doorway to hope. In L. Erwin & D. MacLennan (Eds.), //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Sociology of education in Canada //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">(pp. 137-160). > Toronto: Copp Clark Longman. > > McLaren, P. (1998). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Life in schools: An Introduction to critical pedagogy in the foundations of // > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Education //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: Longman. > > McLaren, P. & Lankshear, C. (Eds.) (1994). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Politics of liberation: Paths from Freire //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. New York: > Routledge. > > Nieto, S. (1996). //Affirming Diversity: The Sociopolitical Context of Multicultural Education//, > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">2nd ed. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> White Plains, NY: Longman. > > Popkewitz, T. S.(Ed.) (1987). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical studies in teacher education: Its folklore, theory and // > //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">practice. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">London, New York and Philadelphia: Falmer. > > Searle, C. (1998). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">None but our words: Critical literacy in classroom and community //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Philadelphia: > Open University Press. > > Shor, I & Freire, P. (1987). //A Pedagogy for liberation: Dialogues on transforming education// > New York: Bergin & Garvey. > > Simon, R. (1992). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Teaching against the grain: Texts for a pedagogy of possibility //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Toronto: OISE Press. > > Simon, R., Dippo, D. & Schenke, A. (1991). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Learning work: A critical pedagogy of work education. // > <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Toronto: OISE Press. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Trueba, H. T. (1989). //Raising silent voices: Educating the linguistic minorities for the 21st century.// New York: Newbury House. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Weiler, K. (2001). Feminist engagements: Reading, resisting and revisioning male theorists in education and cultural studies. New York: Routledge. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Weiler, K. (1994). Schooling Migrant Children: California, 1920-1940. //History Workshop Journal, 37//(1): 117-142. > > <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Wink, J. (1997). //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Critical pedagogy: Notes from the real world. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">New York: Longman. > > > > > > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Relevant web sites ** > > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">[] ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Paolo and Nita Freire with the support of Henry Giroux, Peter McLaren, Joe Kincheloe and many others have enabled this remarkable (growing) site. > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">[|http://www.TonyWardedu.com] ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Based in New Zealand, Tony Ward is both an architect and educational activist. There are many useful and highly original resources available on his web site. > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">[] ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Peter McLaren is a graduate of OISE and his web site is fun to check out. > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">[] ** > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">A portal for many critical pedagogy resources and useful information > > **<span style="font-family: 'Calibri','sans-serif';">[|www.multiliteracies.ca]: **<span style="font-family: 'Calibri','sans-serif';">Multiliteracies project web site; examples of dual language books (//identity texts//) written by ELL students (e.g. Michael Cranny [K-8] Elementary School); > > **<span style="font-family: 'Calibri','sans-serif';">[]: **<span style="font-family: 'Calibri','sans-serif';">Webcast on //Teaching and learning in multilingual Ontario.// Literacy and Numeracy Secretariat, Ministry of Education, Ontario. > > > = <span style="font-family: 'Calibri','sans-serif';">Rethinking Schools = > **<span style="font-family: 'Calibri','sans-serif';">[|http://www.rethinkingschools.org] ** > <span style="font-family: 'Calibri','sans-serif';">A teacher-produced newspaper on education that critically analyses education issues. > **<span style="font-family: 'Calibri','sans-serif';">Jim Crawford’s Language Policy Web Site: ****<span style="font-family: 'Calibri','sans-serif';">[] ** > //<span style="font-family: 'Calibri','sans-serif';">This is a great source of information on current language controversies in the United States. There are research reports, theoretical articles, newspaper clippings and much more. // > > **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Dimensions of Critical Pedagogy ** <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">(from McLaren, //Life in Schools, First edition//) > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">The tradition of critical pedagogy ... represents an approach to schooling that is committed to the imperatives of empowering students and transforming the larger social order in the interests of justice and equality (p. vii). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">These are students in drastic need of a critical pedagogy, a new way of viewing schooling, that can enable them to analyze their oppression and to take steps to redress the conditions that perpetuate it (p. 14). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical literacy links language competency to acquiring analytical skills which empower individuals to challenge the status quo (p. 19). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">In both countries [Canada and the U.S.] teachers are faced with overcrowded classrooms, large immigrant populations, outmoded pedagogical theories, stifling bureaucratic demands, top-down centralization of control, management by behavioral objectives, a distrust of teachers' abilities and judgment in the classroom which has led to the effective deskilling of teachers, insufficient funding and resources, tracking measures and a hidden curriculum that favors certain groups over others on the basis of race, class, and gender (p. 26). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">The challenge of critical pedagogy ... resides in the moral choice put before us as teachers and citizens: ... do we want our schools to create a passive, risk-free citizenry, or a politicized citizenry capable of fighting for various forms of public life and informed by a concern for equality and social justice? (p. 158) > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical pedagogy poses a variety of important counterlogics to the positivistic, ahistorical, and depoliticized analysis employed by both liberal and conservative critics of schooling ... [it is] fundamentally concerned with the centrality of politics and power in our understanding of how schools work (p. 159). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical pedagogy does not, however, constitute a homogenous set of ideas. It is more accurate to say that critical theorists are united in their //objectives//: to empower the powerless and transform existing social inequalities and injustices (p. 160). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical pedagogy is founded on the conviction that schooling for self and social empowerment is //ethically prior// to a mastery of technical skills, which are primarily tied to the logic of the marketplace ... (p. 162). > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical scholars reject the claim that schooling constitutes an apolitical and value-neutral process ... Critical pedagogy attempts to provide teachers and researchers with a better means of understanding the role that schools actually play within a race, class, and gender-divided society. ... Critical pedagogy commits itself to forms of learning and action undertaken in solidarity with subordinated and marginalized groups. ... critical theorists are dedicated to the emancipatory imperatives of //self-empowerment// and //social transformation//. (p. 163) > > <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: 0in;"> · <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Hegemony is a struggle in which the powerful win the consent of those who are oppressed, with the oppressed unknowingly participating in their own oppression. (p. 173) > > <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">Critical pedagogy is fundamentally concerned with understanding the relationship between power and knowledge. The dominant curriculum separates knowledge for the issue of power and treats it in an unabashedly technical manner; knowledge is seen in overwhelmingly instrumental terms as something to be mastered. That knowledge is always an ideological construction linked to particular interests and social relations generally receives little consideration in education programs. (p. 180).
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