scholarly journals PEDAGOGIK LITERASI KRITIS ; SEJARAH, FILSAFAT DAN PERKEMBANGANNYA DI DUNIA PENDIDIKAN

2018 ◽  
Vol 16 (1) ◽  
pp. 44
Author(s):  
Ani Hendriani
Keyword(s):  
Critical Pedagogy ◽  
Critical Literacy ◽  
Social Inequalities ◽  
Paulo Freire ◽  
Literacy Education ◽  
Social Problem Solving ◽  
Integrative Review ◽  
The World ◽  
History Of ◽  
Education Today

Makalah ini bertujuan untuk menganalisis konsep pedagogik literasi kritis, mulai dari sejarah, pemikiran para filsuf, dan perkembangannya di dunia pendidikan dewasa ini. Penelitian ini dilatarbelakangi oleh masih jarangnya pembahasan literasi sebagai kekuatan pengubah struktur sosial, pendidikan literasi kritis dapat membantu siswa untuk menandai dan mengurai beragam teks yang merepresentasikan marjinalisasi sosial, penyalahgunaan kekuasaan, ketidakadilan, penindasan, isu ras, isu gender, dan beragam kesenjangan sosial lainnya. Pendidikan literasi kritis akan membantu siswa menjadi agensi untuk mengubah realitas sosial yang kurang memihak. Metode penelitian yang digunakan adalah analisis konsep dengan desain analisis generik (McMillan & Schumacher, 2001) atau integrative review (Whittemore and Knafl 2005).  Hasil dari penelitian menunjukkan bahwa sejarah literasi kritis dimulai dari pemikiran Paulo Freire, seorang pedagog dari Brazil yang banyak membawa perubahan di dunia pendidikan melalui pemikirannya tentang konsep literasi sebagai aktivitas membaca kata dan dunia, literasi kritis juga dianggap sebagai kekuatan sosial (Gramsci), perjuangan emansipasi wanita (Ajayi), Agensi dan pemecahan masalah sosial (Hendriani dkk). Penelitian ini memiliki signifikansi untuk memperkaya khazanah pedagogik pada umumnya, khususnya pedagogik kritis pada lingkup pendidikan literasi. Implikasi dari penelitian ini adalah untuk pengembangan pendidikan berbasis literasi kritis pada jenjang pendidikan dasar sampai pendidikan tinggi. This paper aims to analyze the concept of critical literacy pedagogy, from history, philosophers' thinking, and its development in the world of education today. This research is motivated by the rarely discussed literacy as a power to change social structure, critical literacy education can help students to mark and parse various texts representing social marginalization, abuse of power, injustice, oppression, racial issues, gender issues, and various other social inequalities. Critical literacy education will help students become an agency to change the impartiality of social reality. The research method used is concept analysis with generic analysis design (McMillan & Schumacher, 2001) or integrative review (Whittemore and Knafl 2005). The results of the research indicate that the history of critical literacy begins with the thought of Paulo Freire, a Brazilian pedagogue who brought much change in the world of education through his thoughts on the concept of literacy as the activity of reading the word and the world, critical literacy also regarded as social forces (Gramsci), the struggle for emancipation women (Ajayi), Agency and social problem solving (Hendriani et al). This study has significance to enrich the pedagogic treasures in general, especially critical pedagogy on the scope of literacy education. The implications of this research are for the development of critical literacy-based education at the elementary to higher education level. 

scholarly journals New Approaches to Literacy: Multiliteracies, Functional and Critical Pedagogy

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Nguyen Thi Kim Chi
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Teaching And Learning ◽  
Modern Society ◽  
Literacy Education ◽  
Linguistic Knowledge ◽  
Language And Literacy ◽  
Literacy Teaching ◽  
The World

This paper aims to introduce a new perspective on literacy (reading and writing) as a result of our ever-changing world, i.e. multiliteracies. In the social setting where information and communication technology is developing rapidly and effective communication requires more than mastering linguistic knowledge, traditional literacy is no longer appropriate. Accordingly, traditional literacy teaching practices are not adequate to meet the needs of the modern society. Therefore, calls for reforms in literacy teaching and learning have been supported in many countries. Functional and Critical pedagogies are being increasingly applied throughout in the world. However, little attention to these pedagogies have been paid in Vietnam. This paper attempts to call for a change in literacy education in Vietnam by introducing contemporary approaches to literacy applied in the world with the purpose of providing teachers with more pedagogical choices in their classrooms in an effort to improve students’ literacy competence, which can help them integrate well into the globalized world of knowledge era. Keywords Literacy, Multiliteracies, Functional pedagogy, Critical pedagogy References Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L., Literacies (Second edition), Cambridge University Press, Port Melbourne, VIC, Austalia, 2016.[2] Hyland, K., Teaching and researching writing (Third edition), Routledge, New York, London, England, 2016.[3] Anstey, M., & Bull, G., Helping teachers to explore multimodal texts. Curriculum Leadership Journal, 2010. Retrieved from http://www.curriculum.edu.au/leader/helping_teachers_to_explore_multimodal_texts,31522.html?issueID=12141[4] Perry, K. H., What Is Literacy? -A Critical Overview of Sociocultural Perspectives. Journal of Language and Literacy Education 8, (2012) 50.[5] Pham, T. T. H., Một số đề xuất để đổi mới dạy học đọc hiểu văn bản trong nhà trường phổ thông. Tạp chí Khoa học 56, (2014) 166.[6] Infonet, Cách dạy văn hiện nay tạo cho học sinh thói nói dối (Today's literacy edcation gets students into the habit of 'telling lies'), 2014. Retrieved from https://infonet.vn/cach-day-van-hien-nay-tao-cho-hoc-sinh-thoi-noi-doi-post128772.info[7] Baomoi.com., Cô giáo bày tỏ ước mong thoát khỏi cách dạy Ngữ văn nhồi nhét chạy theo thi cử (A teacher's desire for 'escaping' from transmission pedagogy of literacy), 2018. Retrieved from https://baomoi.com/co-giao-bay-to-uoc-mong-thoat-khoi-cach-day-ngu-van-nhoi-nhet-chay-theo-thi-cu/c/26099668.epi[8] Derewianka, B., & Jones, P., Teaching language in context, ERIC, 2016.[9] Kim, S. J. (2012). Critical literacy in East Asian literacy classrooms. Perspectives on Global Development and Technology 11, (2012) 131.

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

scholarly journals Critically Assessing Forms of Resistance in Music Education

2019 ◽  
pp. 81-100
Author(s):  
Brent C. Talbot ◽  
Hakim Mohandas Amani Williams
Keyword(s):  
Critical Pedagogy ◽  
Music Education ◽  
Paulo Freire ◽  
Music Educators ◽  
Multiple Forms ◽  
Consciousness Raising ◽  
The World ◽  
Music Classrooms

In their classrooms, music educators draw upon critical pedagogy (as described by Freire, Giroux, and hooks) for the express purpose of cultivating a climate for conscientização. Conscientização, according to Paulo Freire (2006), “refers to learning to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” (p. 35). This consciousness raising is a journey teachers pursue with students, together interrogating injustices in communities and the world in order to transform the conditions that inform them. Learning to perceive social, political, and economic contradictions often leads to multiple forms of resistance in and out of music classrooms. This chapter explores the following question: What do critical forms of assessment look like in music classrooms that use critical pedagogy and embrace resistance to foster conscientization?

scholarly journals Learning to live with doubt: Kierkegaard, Freire, and critical pedagogy

2017 ◽  
Vol 15 (7-8) ◽  
pp. 834-848 ◽  
Author(s):  
Peter Roberts
Keyword(s):  
Critical Pedagogy ◽  
Paulo Freire ◽  
Theory And Practice ◽  
The Political ◽  
The World ◽  
Pedagogical Theory ◽  
Political Commitments ◽  
Ethical Significance

What role does doubt play in education? This article addresses this question, initially via an examination of Søren Kierkegaard’s Philosophical Fragments. Kierkegaard, through his pseudonym Johannes Climacus, draws attention to the potentially debilitating and destructive effects of doubt on both teachers and learners. The work of Paulo Freire is helpful in responding to the problems posed by Kierkegaard’s account. It is argued that in Freire’s pedagogical theory and practice, doubt has both epistemological and ethical significance. It is linked with other key Freirean virtues such as humility and openness, and it forms part of the process of learning how to question. It is also related, through the Freirean idea of being ‘less certain of one’s certainties’, to the ethical priorities we determine, the political commitments we have, and the actions we take as we negotiate our way in the world.

Singapore bilingual education

2020 ◽  
Vol 30 (1-2) ◽  
pp. 90-114
Author(s):  
Cher Leng Lee ◽  
Chiew Pheng Phua
Keyword(s):  
Bilingual Education ◽  
Language Policy ◽  
Education System ◽  
Chinese Language ◽  
Language Policy And Planning ◽  
Education Systems ◽  
The World ◽  
History Of ◽  
Education Today ◽  
Policy And Planning

Abstract Bilingualism has always been emphasized in Singapore’s education system. Since 1959, Singapore government leaders have repeatedly stressed that bilingualism is the cornerstone of Singapore’s language policy. Scholars researching language policy and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper cites the case of Chinese language (Mandarin) education as evidence to show how “bilingual” education has undergone significant changes in Singapore by tracing the historical changes and examining how bilingual education has evolved since its implementation. The findings show that the once-compulsory bilingual requirements gave way to differentiated ones in the history of Singapore’s bilingual policy. This finding will help researchers have a better understanding of Singapore’s “bilingual education” today and its position compared to other bilingual education systems in the world.

Latin American Influences on Multiliteracies

2017 ◽  
Vol 66 (1) ◽  
pp. 373-388 ◽  
Author(s):  
Lina Trigos-Carrillo ◽  
Rebecca Rogers
Keyword(s):  
Latin America ◽  
Literature Review ◽  
Critical Literacy ◽  
Latin American ◽  
Digital Literacy ◽  
Literacy Education ◽  
Research Activity ◽  
The World ◽  
Cognitive Justice ◽  
New London

Twenty years after the New London Group’s publication of A Pedagogy of Multiliteracies, we present an analytical literature review that traces the routes and roots of multiliteracies scholarship in Latin America. We found high research activity in Latin America in the areas of literacy education and critical literacy; indigenous, bilingual, and intercultural education; and technology and digital literacy. We argue that the inclusion of scholarship from the global South is essential to the goal of recognizing epistemological diversity. Further, different theories of knowledge need to coexist to transform diversity into cognitive justice. This article is an intercultural effort to widen the scope of literacy education inquiry in historically marginalized areas of the world.

The Digital Abyss in Zimbabwe

2011 ◽  
pp. 106-135
Author(s):  
Jill Jameson
Keyword(s):  
Critical Pedagogy ◽  
Digital Divide ◽  
New Technologies ◽  
The World ◽  
History Of ◽  
E Learning ◽  
Economic Collapse ◽  
Sub Saharan ◽  
Ict Training ◽  
National Information

Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.

scholarly journals CRITICAL THEORY IN ENVIRONMENTAL EDUCATION: A SITUATED REVIEW OF EMERGING CRITICAL PROCESSES FOR MEDIATING LEARNING-LED CHANGE

2018 ◽  
Vol 13 ◽  
pp. 23-41 ◽  
Author(s):  
Rob O'Donoghue
Keyword(s):  
Critical Theory ◽  
Environmental Education ◽  
Critical Pedagogy ◽  
Transformative Learning ◽  
Critical Literacy ◽  
Participatory Action ◽  
Process Theories ◽  
Immanent Critique ◽  
African Context ◽  
Education Today

Critical theory is explored from origins in a process theory of social development after Marx, and into a diversity of discourses that have shaped critical work in education today. Within this broader picture, the emergence of critical theory in a South African context of environmental education is examined as developing narratives informing learning-led change.  The study reviews how critical pedagogy proliferated in education imperatives with little evidence of the desired transformation.  Immanent critique is used to track two intermeshed streams of critical theory namely, imperatives to facilitate emancipatory change and a democratizing shift to participatory inclusion (empowerment). Here the study notes how contextual reflexivity receded and an early emphasis on critical literacy was muted as critical pedagogy emerged as democratic processes of self-empowerment and transformative learning through participatory action research.The review concludes with a brief examination of some process theories of learning in an attempt to reconcile narrowing disjunctures and to better situate environmental education as more open-ended critical processes of co-engaged learning.   

scholarly journals Liberating critical pedagogy of Paulo Freire in the scientific production of Nursing 1990-2017

2018 ◽  
Vol 71 (suppl 4) ◽  
pp. 1751-1758 ◽  
Author(s):  
Adriana Marcela Monroy Garzon ◽  
Kênia Lara da Silva ◽  
Rita de Cássia Marques
Keyword(s):  
Critical Pedagogy ◽  
Paulo Freire ◽  
Scientific Production ◽  
Integrative Review ◽  
Critical Awareness ◽  
Transformative Practice

ABSTRACT Objective: To analyze the theoretical and methodological application of Paulo Freire’s critical pedagogy in the scientific production of nursing. Method: An integrative review was carried out with consultation of the databases: LILACS, BDENF, MEDLINE, PUDMED and CINHAL. We included studies in the Spanish, English and Portuguese languages, published from 1990 to 2017. Results: A total of 38 articles were analyzed, of which the main concepts adopted were: dialogue/dialogicity, awareness/critical awareness and questioning. Regarding the application of the method, it was noticed the predominance of the adoption of elements such as culture circles, thematic phase and horizontality relation of the nurse with the individuals involved. Conclusion: Nursing has partially appropriated the Freire’s referential. However, it reveals the intentionality of a transformative practice that requires deepening for the implementation of the method in its full.

The Digital Abyss in Zimbabwe

2010 ◽  
Vol 1 (3) ◽  
pp. 65-91
Author(s):  
Jill Jameson
Keyword(s):  
Critical Pedagogy ◽  
Digital Divide ◽  
New Technologies ◽  
Information Communications Technology ◽  
The World ◽  
History Of ◽  
E Learning ◽  
Sub Saharan ◽  
Ict Training ◽  
The Impact

Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.

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