scholarly journals Investigating the Implementation of Critical Literacy Approach in the Middle-East Education Contexts: Three Main Constraints

2019 ◽  
Vol 2 (3) ◽  
pp. 410-418
Author(s):  
Sadegh Rahimi Pordanjani ◽  
Laode Muhammad Firman Guntur
Keyword(s):  
Critical Thinking ◽  
Middle East ◽  
Critical Pedagogy ◽  
Case Studies ◽  
Critical Literacy ◽  
Middle Eastern ◽  
Communicative Language Teaching ◽  
Learning And Teaching ◽  
Politics And Religion ◽  
Teachers And Students

Critical literacy, which is derived from critical pedagogy and critical thinking, is crucial for teachers and students to acquire throughout their education. According to critical literacy approach, students are not only expected to read and write different texts but are also required to challenge, synthesize, analyze, and go beyond these forms of skills analytically and critically. With regard to reviewing various literature, this approach is not implemented effectively in the Middle East education systems due to some main obstacles. This paper is aimed at reviewing different literature and case studies in order to grasp these pivotal constraints that students and teachers encounter while learning and teaching in Middle-Eastern educational settings. The main purpose of this article is to review critically the domination of education by politics and religion, the lack of communicative language teaching approach, and the exclusion of teachers from making decisions as to the major impediments of enacting critical literacy in the Middle-east contexts.

scholarly journals University Teachers’ and Students’ Beliefs about Grammar Translation Method and Communicative Language Teaching in Quetta, Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Ruffia Jahanzaib ◽  
Muhammad Zeeshan
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Translation Method ◽  
Future Research ◽  
Learning And Teaching ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Grammar Translation Method ◽  
English Language Classrooms

Selection of an appropriate method for learning and teaching second language is significantly important. For this purpose, various types of methods and approaches are suggested and employed. The present study intended to investigate the beliefs of teachers and students about Grammar Translation Method (GTM) and Communicative Language Teaching (CLT). Through purposive sampling eight female teachers and students of university were selected. The study was qualitative. Interview protocol and observation were used for data collection. NVivo (Version 10) was used to perform the content analysis. The participants showed a positive inclination towards the features of CLT to be used in English language classrooms. On the basis of the results, the study suggests adopting CLT in English language classrooms to improve learners’ communicative skills. For future research, directions are also suggested.

scholarly journals Rethinking Paulo Freire’s Dialogic Pedagogy and Its Implications for Teachers’ Teaching

2018 ◽  
Vol 7 (4) ◽  
pp. 230 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Paulo Freire ◽  
Critical Thinking Ability ◽  
Dialogic Pedagogy ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contemporary Education ◽  
Do So

Paulo Freire was a Brazilian educator, and was seen as a theorist of critical pedagogy. Freire’s works have a particular significance for contemporary education in different countries. This paper aims to rethink Freire’s dialogic pedagogy, and further illuminate its implications for teachers’ teaching. In order to do so, firstly, we explain the importance of Freire’s dialogic pedagogy. Secondly, we explore the theory & practice of dialogue. Thirdly, this study explains that the dialogue between teachers and students is a way of promoting critical consciousness. Finally, we explore dialogic pedagogy, and illuminate its implications for teachers’ teaching. By reading and analyzing related studies, the implications can be summarized as follows: (1) practicing love-based teaching, (2) developing humility-based teaching, (3) nourishing hope-centered teaching, (4) enriching humor-based teaching, (5) developing silence-based teaching, (6) teachers should promotes students’ critical thinking ability in their teaching, and (7) teachers deeply believe that their students will achieve a better vocation.

Interrupting planetary urbanization: A view from Middle Eastern cities

2018 ◽  
Vol 36 (3) ◽  
pp. 439-455 ◽  
Author(s):  
Azam Khatam ◽  
Oded Haas
Keyword(s):  
Middle East ◽  
Urban Development ◽  
Case Studies ◽  
Middle Eastern ◽  
The Poor ◽  
Political Citizenship ◽  
New City ◽  
The Right ◽  
The City

This paper argues that the ‘city’ as a political entity is significant in struggles over the ‘urban’, by identifying two moments of ‘differential urbanization’ in the Middle East. Our study in Iran and Palestine/Israel shows that the vision of the ‘city’ as a legitimizing space for political citizenship is at the heart of conflicting imaginaries: in Iran, ‘cities of revolution’ built through housing the poor around Tehran, and redistributive politics that stand on filling the ‘rural/urban gap’, and in Palestine, the new city of Rawabi as a city of Palestinian independence, where privatized urban development contrasts colonial spatialities with anti-colonial potentials. Thus, the right to the ‘urban’ involves claims for the ‘city’ that go beyond the capitalist logic of urbanization. This theorization points to a troubling gap in the planetary urbanization thesis, which moves from collapsing the ‘urban/non-urban’ divide into ‘concentrated’, extended’ and ‘differential’ urbanization to diminishing the role of distinct sociospatial configurations in claims over the ‘urban’. Our case studies show that examining the reconfiguration of inherited spatialities in the context of particular political regimes is imperative for epistemology of the ‘urban’ in its planetary stage. Urbanization otherwise remains an uninterrupted process towards a non-spatial ‘urban condition’.

scholarly journals Women’s Voices in Middle East Museums: Case Studies in Jordan / Dreaming of Change: Young Middle-Class Women and Social Transformation in Jordan

1970 ◽  
pp. 115-121
Author(s):  
Shelagh Weir ◽  
Lucine Taminian ◽  
Feisal Yunis
Keyword(s):  
Middle East ◽  
Middle Class ◽  
Case Studies ◽  
Social Transformation ◽  
Inner Core ◽  
Middle Eastern ◽  
Great Influence ◽  
Single Women ◽  
Women's Voices ◽  
Anthropological Literature

Women’s Voices in Middle East Museums: Case Studies in JordanDuring the past few decades museums have proliferated in the Middle East, not only in the wealthy oil states, but also in poorer countries and even (notably) within the dreadful constraints of occupied Palestine. Rulers and their officials want them for international prestige, to promote dynastic or nationalistic narratives, to attract tourists, and to provide educational facilities for their publics. Dreaming of Change: Young Middle-Class Women and Social Transformation inJordanIn her book Dreaming of Change, Droeber studies young single women of middle class background and higher education as a social group that has great influence on the direction that social and political changes are taking in Jordan. Youth, male and female, are under-represented in the anthropological literature on the Middle East, despite the fact that they constitute almost one third of the population of any Middle Eastern country. Al-Rujula wa Taghayyur Ahwal al-Nisa’ (Manhood and Women Changing Conditions of WomenAzza Baydoun is not the kind of social psychologist you often encounter in our world of academia. She is a woman with a specific mission: to delve deeply into the inner core of society, so as to uncover intensely held perceptions, beliefs, and behavioral orientations that affect the most important and the most troubled relationship: that between man and woman.

scholarly journals Gender and Citizenship in the Middle East

2001 ◽  
Vol 18 (3) ◽  
pp. 129-132
Author(s):  
Safoi Babana-Hampton
Keyword(s):  
Middle East ◽  
Case Studies ◽  
Religious Identity ◽  
Political Identity ◽  
Methodological Approach ◽  
Middle Eastern ◽  
Complex Nature ◽  
Legal Subject ◽  
Cultural Variables ◽  
Political Dimensions

The fourteen case studies that compose this volume address the variousinstitutional, economic, social, cultural, and political dimensions of thedebate on gender and citizenship in the Middle East. Using a crossculturalcomparative approach, the theoretical introduction as well as theindividual case studies seek to challenge dominant (especially western)feminist models of analysis of the question of gender and citizenship in theMiddle East. The validity of dominant feminist paradigms is questioned byintroducing new social and cultural variables, and putting at stake anumber of traditionally unquestioned or unrecognized modes of identityformation, such as kinship, family, tribe, and sects, which critically affect awoman's citizenship status. The volume purports to contest essentializingmyths about the Middle East that artificially give it a character of regionalcoherence, and homogenize the image of Middle Eastern women as acategory. The volume thus theorizes the gendering of citizenship from thelargely unexplored perspectives that open up from introducing the abovevariables, toward a better understanding of the complex nature of the laws(religious, political, patriarchal and patrilineal) governing the constructionof a gendered citizenship in the Middle East.The theoretical introduction to the volume outlines the dynamics of anumber of points of departure that presumably underlie the writing of the"legal subject in the Middle East," namely nations, states, religion, family.The contributors seem to all concede that "most Middle Eastern states havecemented the linkage between religious identity, political identity,patrilineality, and patriarchy-that is, between religion, nation, state, andkinship." The Middle Eastern countries studied in the volume are dividedregionally into four areas: North Africa (including Egypt, Algeria, Tunisiaand Morocco); Eastern Arab States (including Lebanon, Palestine, Jordanand Iraq); the Arab Gulf (including Saudi Arabia, Kuwait and Yemen); theNon-Arab Middle East (including Turkey, Iran, and Jewish and PalestinianArab women in Israel). The authors of the various case studies conductedan exhaustive investigation of the related topics, albeit with a notabledifference of outlook varying between liberal individualistic and communitarianconservative positions.The methodological approach adopted by various contributors draws ...

Middle Eastern Middle Powers

2020 ◽  
pp. 49-66
Author(s):  
Marco Pinfari
Keyword(s):  
Saudi Arabia ◽  
Conflict Resolution ◽  
Middle East ◽  
Case Studies ◽  
Middle Eastern ◽  
Conflict Prevention ◽  
Middle Power ◽  
Middle Powers ◽  
International Behavior ◽  
Selection Of

This chapter analyzes a selection of mediation and conflict-prevention initiatives promoted by Middle Eastern middle powers since the 1980s. It begins by noting that behavioral approaches to middle power status consider systematic engagement in mediation and conflict prevention as one of the key traits of “middlepowerness,” and reflects on how the literature on middle power mediation and norm-based international behavior can be applied specifically to the Middle East. It then turns to the analysis of three case studies of norm-based mediation or conflict resolution initiatives promoted by three Middle Eastern middle powers—Algeria, Saudi Arabia, and Egypt—since the 1980s.

scholarly journals Multimodal texts in support of linguistic and critical thinking development in English for specific purposes

2021 ◽  
pp. 29-45
Author(s):  
Stavroulla Hadjiconstantinou
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
English For Specific Purposes ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Use Of Technology ◽  
Personal Opinion ◽  
Critical Practices ◽  
The Media

In light of widespread recognition of the need to explore new forms of literacy brought by the contemporary semiotic world, this study explores the potential Critical Thinking (CT) may offer in developing learners’ critical literacy in an English for Specific Purposes (ESP) context enhanced with the use of technology. Drawing on research in critical pedagogy that highlights the importance of raising learners’ critical awareness through language, I explore how critical practices of identifying and negotiating the expression of personal opinion in multimodal texts, in an English for the Media context particularly sensitive to issues of criticality, can enhance the development of multimodal literacy. This development is informed by Design-Based Research (DBR) (McKenney & Reeves, 2013), in which iteration and refinement of an intervention designed around these practices leads to the development of principles deriving from the evolution of the design.

Educational Films against Critical Pedagogy

1987 ◽  
Vol 169 (3) ◽  
pp. 32-47 ◽  
Author(s):  
Elizabeth Ellsworth
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Social Issues ◽  
Curriculum Materials ◽  
Educational Film ◽  
Liberatory Education ◽  
Teachers And Students ◽  
The Aesthetic ◽  
Educational Films ◽  
Do So

Teachers committed to practicing critical pedagogy often must do so in spite of the curriculum materials available to them. This paper analyzes the conventions of form and style that typify traditional educational film. The argument is made that while teachers and students are active producers and negotiators of meaning, the aesthetic conventions of most educational films negate this classroom reality. The paper analyzes a sample of films produced between 1940 and 1960 to determine the norms that were set in place during the time when the dominant style of educational films became fully established. It then compares these norms to the forms and styles of two contemporary educational films that deal with social issues. It suggests that while some conventions have changed across time, they continue to be employed in ways that actively work against critical thinking and liberatory education.

The Effect of the Political Situation in the City of Jerusalem on the Rights of the Jerusalem Women

1970 ◽  
pp. 36-47
Author(s):  
Fadwa Al-Labadi
Keyword(s):  
Middle East ◽  
Middle Eastern ◽  
Colonial Period ◽  
Sexual Life ◽  
Family Status ◽  
Colonial Legacy ◽  
Legal Principle ◽  
The Social ◽  
The City ◽  
Legislative Processes

The concept of citizenship was introduced to the Arab and Islamic region duringthe colonial period. The law of citizenship, like all other laws and regulations inthe Middle East, was influenced by the colonial legacy that impacted the tribal and paternalistic systems in all aspects of life. In addition to the colonial legacy, most constitutions in the Middle East draw on the Islamic shari’a (law) as a major source of legislation, which in turn enhances the paternalistic system in the social sector in all its dimensions, as manifested in many individual laws and the legislative processes with respect to family status issues. Family is considered the nucleus of society in most Middle Eastern countries, and this is specifically reflected in the personal status codes. In the name of this legal principle, women’s submission is being entrenched, along with censorship over her body, control of her reproductive role, sexual life, and fertility.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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