Suggested+Readings

**  Part 1 : Foundations of critical pedagogy   ** ** (a) Paulo Freire, **  Why Critical Pedagogy [] Dale, J. & Hyslop-Margison, E. (2010). Chapter 5. Freire’s Critical Pedagogy: Summary and Conclusions. In // Paulo Freire: Teaching for freedom and transformation: The philosophical influences on the work of Paulo Freire. //Dordrecht: Springer. []
 * Critical pedagogy, language and cultural diversity (CTL3008H)  **

Paolo Freire. "Chapter 2 from //Pedagogy of the Oppressed//." __Race/Ethnicity: Multidisciplinary Global Perspectives__ 2.2 (2009): 163-174. //Project MUSE//. Web. 22 Jan. 2011. .

Always review your references for accuracy and make any necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Consult your library or click [|here]  for more information on citing sources. Freire, P. (2009). Chapter 2 from //pedagogy of the oppressed//. //Race/Ethnicity: Multidisciplinary Global Perspectives// 2(2), 163-174. Retrieved January 22, 2011, from Project MUSE database. [] **Freire, P. & Macedo, D. (1995). A dialogue: Culture, language and race. // Harvard Educational Review, 65 //(3): 377-403. **[] ** (* n.b. choose the “Full text from ProQuest 5000” option, NOT the “Full text from Metapress Harvard Education Publishing Group”) **  **Gadotti, M. & Torres, C. A. (2009). Paulo Freire: Education for development. // Development and change, 40 //(6), 1255. **[]   Kincheloe, J. (2008). The vicissitudes of twenty-first century critical pedagogy: A review of Ilan Gur Ze’ev (ed.) (2005). Critical theory and critical pedagogy today. Toward a new critical language in Education. Haifa: Studies in Education (University of Haifa). // Studies in philosophy & education, 27 //(5), 399. [] **Lewis, E. (2010). Paulo Freire. Educational philosophy and theory, 42(5-6), 635-648. **[]   <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Martin, J. (2008). Pedagogy of the Alienated: Can Freirian Teaching Reach Working-Class Students?. Equity & excellence in education, 41(1), 31-44. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">McLaren, P. (1997). Paulo Freire’s legacy of hope and struggle. //Theory, culture & society (November 1997)//, 14(4): 147-153. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Shor, I. et al. (2010). Letter to the editor. //Radical Teacher, 87//(1): 77-78. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Sriraman, B. (2008). A critique and response to multicultural visions of globalization. //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Interchange, 39 //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">(1), 119-130. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Torres, C. A. & Fischman, G. (1994). Popular education : Building from experience. //New Directions for Adult and Continuing Education// (63): 81-92. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">(b) Henry Giroux and/or Peter McLaren ** <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Giroux, H. A. (2008). Youth and the politics of disposability: Critical education in the new gilded age. Public Address at the Official Launch of the Paulo and Nita International Project for Critical Pedagogy (Introduction by Joe Kincheloe). McGill University, Montreal, Canada, March 14, 2008. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Giroux, H. A. & McLaren, P. (1987). Teacher education as a counterpublic sphere: Radical pedagogy as a form of cultural politics. //Philosophy & social criticism, 12//(1), 51-69. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Giroux, H. A. (1999). Chapter 5: Multiculturalism and the politics of nationalism in the global age. In S. F. Steiner et al. (Eds.), //Freirean pedagogy, praxis and possibilities: Projects for the new millennium// (pp. 68-87)//.// New York: Garland. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Giroux, H.A. (1991). Curriculum planning, public schooling and democratic struggle. //NASSP bulletin, 75//(532), 12. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Giroux, H. A. & Searls Giroux, S. (2006). Challenging neoliberalism’s new world order: The promise of critical pedagogy. //Cultural studies critical methodologies, 6//(1), 21. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Guilherme, M. (2006). Is There a Role for Critical Pedagogy in Language/Culture Studies? An Interview with Henry A. Giroux. Language and intercultural communication, 6(2), 163-175. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">McLaren, P. (1999). Chapter 1: Paulo Freire’s Pedagogy of possibility. In S. F. Steiner et al. (Eds.), //Freirean pedagogy, praxis and possibilities: Projects for the new millennium// (pp. 1-22)//.// New York: Garland. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">McLaren, P. (1994). Postmodernism and the death of politics: a Brazillian reprieve. In P. McLaren et al. (Eds.), //Politics of liberation: Paths from Freire// (pp. 193-215). <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">McLaren, P. (1992). Critical Literacy and Postcolonial Praxis: A Freirian Perspective. College Literature, 19-20(3-1), 7-27. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">McLaren. P. & Jaramillo, N. (2006). Critical pedagogy, Latino/a education, and the politics of class struggle. Cultural studies critical methodologies, 6(1), 73. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Moraes, M. (2003). The path of dissent: An interview with Peter McLaren. //Journal of Transformative Education, 1//(2) : 117-134. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">(c) Critical feminist scholars **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> (e.g., bell hooks, Elizabeth Ellsworth, Kathleen Weiler, Sonia Nieto, etc.), <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Brady, J. (1994). Critical literacy, feminism and a politics of representation. In P. McLaren et al. (Eds.), //Politics of liberation: Paths from Freire// (pp. 142-153). <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Britzman. D. (2000). Teacher education in the confusion of our times. //Journal of teacher education, 51//(3), 200. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Fusco, C. & Bustamente, N. (1997). Stuff. //TDR, 41//(4): 36-82. (* choose Gale Cengage Literature Resource Center as the means to retrieve the article). <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">hooks, b. (2008). Free spirits: A legacy of wildness. //Appalachian Heritage, 36//(3): 37-9. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">hooks, b. (1997). From //Bone Black: memories of girlhood//. //Critical Quarterly, 39//(3) : 80-83. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Jackson, S. (1997). Crossing borders and changing pedagogies: From Girous and Freire to Feminist Theories of Education. //Gender and Education, 9//(4): 457-67. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Mohanty, C. T. (2003). Chapter 8: Race, Multiculturalism, and Pedagogies of Dissent. In //Feminism without borders//. Durham, NC: Duke. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Nieto, S. (2000). Placing equity front and center: Some thoughts on transforming teacher education for a new century. //Journal of teacher education, 51//(3), 180. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Spivak, G. C. (2004). Righting wrongs. //The South Atlantic Quarterly, 103//(2/3): 532-581. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Weiler, K. (1991). Freire and a feminist pedagogy of difference. //Harvard Educational Review, 61//(4): 449-74. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">(d) Critics of critical pedagogy **<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> (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: 11pt; font-weight: normal;">Biesta, G. (1998). Say you want a Revolution… Suggestions for the impossible future of critical pedagogy. // Educational Theory //. // 48( //4): <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; font-weight: normal;">499-510.   =    Foucault, M. (1971). Orders of discourse. //  Social Science Information, 10  // (2): 7-30.  []       Foucault, M. (1970). The archaeology of knowledge. //  Social Science Information, 9  // (1): 175-185. [] Hodgkins, A. (2008). A critical analysis of Freirean pedagogy: The case of development in Northern Canada. // Journal of Transformative Education, 6 //(4): 302-316. [] Pennycook, A. (1994). Incommensurable discourses? // Applied Linguistics, 15 //(2): 115-138. Pennycook, A. (1990). Critical Pedagogy and Second Language Education. System, 18(3), 303-314. [] Pietrykowski, B. (1996). // Adult Education Quarterly, 46 //(2), 82. [] Weiler. K. (2008). Critical pedagogy in a time of war: A review of Ilan Gur Ze’ev (ed.) (2005). Critical theory and critical pedagogy today. Toward a new critical language in Education. Haifa: Studies in Education (University of Haifa). // Studies in philosophy & education, 27 //(5), 375-380. [] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">

Works by Jim Cummins Bernhard, J. K. et al. (2006). Identity texts and literacy development among preschool English language learners : Enhancing learning opportunities for children at risk for learning disabilities. // Teachers College Record, 108 //(11): 2380-2405. Cummins, J. (2009). Educational researcher 38.5 (2009):385. [] Cummins, J. (2008). Where immigrant students succeed: A comparative review of performance and engagement in PISA 2003 (Petra Stanat & Gayle Christensen, eds., 2006). // Curriculum Inquiry, 38 //(4): 493-497. [] Cummins, J. (2007). Pedagogies for the poor? Realigning reading instruction for low-income students with scientifically based reading research. // Educational Researcher, 36 //(9): 564-572. [] Cummins, J. (2000). Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance. // TESOL Quarterly, 34 //(3), 537-548. [] Cummins, J. (1988). “Teachers are not miracle workers:” Lloyd Dunn’s call for Hispanic activism. // Hispanic Journal of Behavioral Sciences, 10 //(3), 263-272. [] Cummins, J. (1979). The language and culture issue in the education of minority language children. // Interchange, 10 //(4): 72-88. [] Pray, L. & Cummins, J. (2009). Literacy and English-Language Learners: A shifting landscape for students, teachers, researchers, and policy makers. // Educational Researcher, 38 //(5): 382-384. [] Taylor, L.., et al. (2008).Affirming plural belonging: Building on students’ family-based cultural and linguistic capital through multiliteracies pedagogy. // Journal of Early Childhood Literacy, 8 //(3), 269. [] **  Part 2: Language Policy and Practice   ** Asgharzadeh, A. (2008). The return of the subaltern: International education and the politics of voice. // Journal of Studies in International Education, 12 //(4): 334-363. [] Crookes, G. (2010). The practicality and relevance of second language critical pedagogy. // Language Teaching, 43 //(3): 333-348. [] Dei, G., & Asgharzadeh, A. (2003). Language, education and development: Case studies from southern contexts. // Language and Education: An International Journal, 17 // (6), 421-449. [] Lotherington, H. et al. (2008). Project-based community language learning: Three narratives of multilingual story-telling in early childhood education. // The Canadian Modern Language Review, 65 //(5), 125-145. [] Lugones, M. (2006). On complex communication. // Hypatia, 21  // (3): 75-85. [] Mar-Molinero, C. (2000). Politics of language in Spanish-speaking world: From colonization to globalization. New York: Routledge. [] Pennycook, A. (2004). Language policy and the ecological turn. // Language Policy, 3 //(3): 213-239. [] Pennycook, A. (1998). // English and the discourses of colonialism //. New York: Routledge. [] Skrla, L. & Scheurich, J. J. (2001). Displacing deficit thinking in school district leadership. // Education and Urban Society, 33 //(3): 235-259. [] Taylor, L. K. (2008). Of mother tongues and other tongues: The stakes of linguistically inclusive pedagogy in minority contexts. // The Canadian Modern Language Review/La revue canadienne des langues vivantes, 65  // (5) : 89-123. [] Tembe, J. & Norton, B. (2008). Promoting local languages in Ugandan primary schools : The community as stakeholder. // The Canadian Modern Language Review/La revue canadienne des langues vivantes, 65  // (5) : 33-60. [] Trueba, H. (2001). Conclusion: Polar positions on the Texas Assessment of Academic Skills (TAAS): Pragmatism and the politics of neglect. // Education and Urban Society, 33 //(3): 333-344. [] Trueba, H. (1988). Instructional effectiveness : English-only for speakers of other languages? // Education and Urban Society, 20 //(4), 341-362. [] Trueba, H. (1988). Comments on L.M. Dunn’s Bilingual Hispanic Children on the U.S. Mainland: A Review of Research on their Cognitive, Linguistic and Scholastic Development. // Hispanic Journal of Behavioral Sciences, 10 //(3): 253-262. [] **  Part 3: Cultural Diversity   ** critical race theory, anti-racist theory, anti-colonial theory, feminist theories, poststructural theories, queer theories, multiliteracies, critical literacies Anyon, J. (2009). Progressive social movements and educational equity. // Educational Policy, 23 //(1): 194-215. [] Anzaldúa, G. (2010). Movimientos de rebeldía y las culturas que traicionan. // Race/Ethnicity: Multidisciplinary Global Perspectives, 4 //(1): 1-7. [] Aronowitz, S. (1976). Culture and politics. // Politics & Society, 6 //(3): 347-396. [] Au, W. & Apple, M. (2004). Interrupting globalization as an educational practice. // Educational policy, 18 //(5): 784-793. [] Barnhardt, R. & Kawagley, A. O. (2008). Chapter 16: Indigenous knowledge systems and education. // Yearbook of the National Society for the Study of Education 107( //1):223-241. [] Bell McKenzie, K. et al. (2008). From the field : A proposal for educating leaders for social justice. // Educational Administration Quarterly, 44 //(1): 111-138. [] Kincheloe, J. (2008). Critical pedagogy and the knowledge wars of the twenty-first century. // International Journal of Critical Pedagogy, 1 //(1): 1-22. [] KIncheloe, J. & Steinberg, S. (2006). An ideology of miseducation: Countering the pedagogy of empire. // Cultural Studies, Critical Methodologies, 6 //(1): 33-51. [] Loomba, A. (2009). Race and the possibilities of comparative critique. // New Literary History, 40 //(3): 501-522. [] López, G. (2003). The (racially neutral) politics of education: A critical race theory perspective. // Educational administration quarterly, 39 //(1): 68-94. [] Luke, A. (1995). Chapter 1: Text and discourse in education: An introduction to critical discourse analysis. // Review of research in education, 21 //(1): 3-48. [] Macedo, D. (2008). Plenary Address, Global Citizenship Education Conference, Edmonton, Canada, October 23, 2008. [] Madrid, D. (2011). Racial and social discrimination in the EFL class: The case of the Roma minority. // Porta Linguarum, 15 //: 71-91. [] Morrow, R. A. & Torres, C. A. (2001). Gramsci and popular education in Latin America: from revolution to democratic transition. // International Journal of Educational Development, 21 //(4): 331-343. Nieto, S. (2008). Chapter 9: Culture and Education. // Yearbook of the National Society for the Study of Education, 107 //(1), 127-142. [] Nieto, S. (2007). The color of innovative and sustainable leadership: Learning from teacher leaders. // Journal of educational change, 8 //(4), 299. [] Ogbu, J. (1995). Cultural problems in minority education: Their interpretations and consequences – Part two: Case studies. // The Urban Review, 27 //(3): 189-205. [] Ogbu, J. (1995). Cultural problems in minority education: Their interpretations and consequences – Part two: Case studies. // The Urban Review, 27 //(4): 271-297. [] Piper, D. (1987). Learning about the Language of "Race". // Language Arts, 64 //(8), 819-826. [] Reyes, L & Torres, M. (2007). Decolonizing family literacy in a culture circle: Reinventing the family literacy educator’s role. // Journal of Early Childhood Literacy, 7 //(1): 73-94. [] Seidman, S. (2011). Class matters ... But how much? Class, nation, and queer life. Sexualities, 14(1), 36-41. [] Shor, I. (2006). War, Lies, and Pedagogy: Teaching in Fearful Times. // Radical teacher //, (77), 30-5. [] Spivak, G. C. (2009). Rethinking comparativism. // New Literary History, 40 //(3), 609-626. [] Stam, R. & Shohat, E. (2009). Transnationalizing comparison: The uses and abuses of cross-cultural analogy. // New Literary History, 40 //(3): 473-499. [] Steinberg, S. (2009). Learning, knowing and being in the world: Postformalism, Einstein, and lessons from a kid named Larry. // Cultural studies of science education, 4 //(3), 553. [] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Stevenson, N. (2010). Critical pedagogy, democracy and capitalism: Education without enemies or borders. //The Review of Education, Pedagogy, and Cultural Studies, 32//(1): 66-92. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Torres, C A. (1995). Chapter 6: Sate and education revisited: Why educational researchers should think politically about education. //Review of research in education, 21//(1), 255-331. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">Tuhiwai Smith, L. et al. (2002). “Do you guys hate Aucklanders too?” Youth: voicing difference from the rural heartland. // Journal of Rural Studies, 18 //(2): 169-178. <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;">[] <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt;"> Additional Empirically-Based Resources on Critical Pedagogy in ELL and Literacy Contexts Barnawi, O Z. (2010). Pedagogical Tasks for Fostering Critical Transformative EFL Teachers: Pre-Service EFL Teacher-Educators. Journal of International Social Research, 3(14), 107-119. [] Ghahremani Ghajar, S. & Mirhosseini, S. A. (2005). English Class or Speaking about Everything in Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School. Language culture and curriculum, 18(3), 286-299. [] Johnston, B. (1999). Putting Critical Pedagogy in Its Place: A Personal Account. TESOL quarterly, 33(3), 557-565. [] Kramer Dahl, A. (2001). Importing Critical Literacy Pedagogy: Does It Have to Fail?. // Language and education, 15 //(1), 14-32. [] Mayes, P. (2010). The discursive construction of identity and power in the critical classroom: Implications for applied critical theories. Discourse & society, 21(2), 189-210. [] Shin, H. & Crookes, G. (2005a). Indigenous Critical Traditions for TEFL? A Historical and Comparative Perspective in the Case of Korea. Critical inquiry in language studies, 2(2), 95-112. [] Shin, H. & Crookes, G. (2005b). Exploring the Possibilities for EFL Critical Pedagogy in Korea: A Two-Part Case Study. Critical inquiry in language studies, 2(2), 113-136. [] Turner, J. (2003). Academic Literacy in Post-Colonial Times: Hegemonic Norms and Transcultural Possibilities. // Language and intercultural communication, 3 //(3), 187-197. []