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Reflexivity and Critical Pedagogy is concerned with understanding the complex political, cultural and psycho-social dynamics that define knowledge and that constitute the contexts in which learning takes place. Reflexivity is key to achieving truly useful approaches to knowledge creation and dissemination.
Reflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems. Further, it argues that people and ideas traditionally positioned outside the academy are vital to developing more effective educational interventions. This volume stresses the influence of dominant societal discourses in creating and sustaining particular and limited definitions of knowledge. It also explores their power in delineating acceptable processes of knowledge dissemination. These discourses, whether consciously or otherwise, indwell teachers, learners and policy-makers as well as educational structures and organisations. It proposes reflexivity as the key component needed to combat such forces and one that is an essential ingredient in critical pedagogy.
This book considers fresh international perspectives on schooling culture, systems, teacher preparation, school leadership and policy. The expert contributors push the conceptual boundaries of 'inclusive education' and explore new ways to research and conceptualize inclusion and diversity in education for all children.
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
In this autoethnographic work, authors Deanna L. Fassett and John T. Warren illustrate a synthesis of critical pedagogy and instructional communication, as both a field of study and a teaching philosophy. Critical Communication Pedagogy is a poetic work that charts paradigmatic tensions in instructional communication research, articulates commitments underpinning critical communication pedagogy, and invites readers into self-reflection on their experiences as researchers, students, and teachers.
The Qualitative Inquiry Reader offers a selection of landmark articles from the SAGE journal Qualitative Inquiry. These works introduce framework that will allow scholars and students to interpret cutting edge work in the field of qualitative inquiry.
This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.
In the past decades, translation studies have increasingly focused on the ethical dimension of translational activity, with an emphasis on reflexivity to assert the role of the researcher in highlighting issues of visibility, creativity and ethics. In Reflexive Translation Studies, Silvia Kadiu investigates the viability of theories that seek to empower translation by making visible its transformative dimension; for example, by championing the visibility of the translating subject, the translator’s right to creativity, the supremacy of human translation or an autonomous study of translation. Inspired by Derrida’s deconstructive thinking, Kadiu presents practical ways of challenging theories that argue reflexivity is the only way of developing an ethical translation. She questions the capacity of reflexivity to counteract the power relations at play in translation (between minor and dominant languages, for example) and problematises affirmative claims about (self-)knowledge by using translation itself as a process of critical reflection. In exploring the interaction between form and content, Reflexive Translation Studies promotes the need for an experimental, multi-sensory and intuitive practice, which invites students, scholars and practitioners alike to engage with theory productively and creatively through translation.
This collection includes critical, qualitative, creative, and arts-integrated chapters attentive to the ways in which reflexive inquiry supports explorations of teacher identity. The explicit aim of this manuscript is to advance teacher self-study and, through it, the teaching and learning experience.