7. Rethinking Citizenship Education in Higher Education Institutions through the Lens of Critical Pedagogy: Educating the Local and Global Emancipated Citizen Ranilce Guimaraes-Iosif 76

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

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Chapter 3.6: Teaching for Transformation: Higher Education Institutions, Critical Pedagogy and Social Impact

Paulo Freire and Transformative Education ◽

10.1057/978-1-137-54250-2_18 ◽

2018 ◽

pp. 231-243

Author(s):

Jean McEwan-Short ◽

Victoria Jupp Kina

Keyword(s):

Higher Education ◽

Critical Pedagogy ◽

Social Impact ◽

Higher Education Institutions

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Institutionalising critical pedagogy: Lessons from against and beyond the neo-liberal university

Power and Education ◽

10.1177/1757743817693250 ◽

2017 ◽

Vol 9 (1) ◽

pp. 65-81 ◽

Cited By ~ 4

Author(s):

David Ridley

Keyword(s):

Higher Education ◽

Critical Pedagogy ◽

Working Class ◽

Higher Education Institutions ◽

Trade Unionism

This article approaches the question of how far critical pedagogy can be institutionalised through a series of historical and contemporary examples. Current debates concerned with the co-operative university are examined, as well as histories of independent working-class education and the free university movement. Throughout this history, critical pedagogy has occupied a difficult space in relation to higher education institutions, operating simultaneously against and beyond the academy. The Deweyian concept of ‘democratisation’ allows the institutionalisation of critical pedagogy to be considered as a process, which has never been and may never be achieved, but is nevertheless an ‘end-in-view’. The article concludes by offering the Lucas Plan as a model of radical trade unionism that could be applied to the democratisation of existing universities and the institutionalisation of critical pedagogy.

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Difference and Conflict in Global Citizenship in Higher Education in Canada

International Journal of Development Education and Global Learning ◽

10.18546/ijdegl.02.3.02 ◽

2009 ◽

Vol 2 (3) ◽

pp. 5-24 ◽

Cited By ~ 7

Author(s):

Vanessa Andreotti ◽

David Jefferess ◽

Karen Pashby ◽

Cash Rowe ◽

Paul Tarc ◽

...

Keyword(s):

Higher Education ◽

National Identity ◽

Citizenship Education ◽

Global Citizenship ◽

Higher Education Institutions ◽

Research And Practice ◽

Global Citizenship Education

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

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Global Citizenship Education in Pakistan: Awareness, Attitude and Challenges

Global Educational Studies Review ◽

10.31703/gesr.2020(v-iii).31 ◽

2020 ◽

Vol V (III) ◽

pp. 315-326

Author(s):

Tahira Saddiqa ◽

Muhammad Nadeem Anwar ◽

Asma Khizar

Keyword(s):

Higher Education ◽

Public Sector ◽

Curriculum Development ◽

Citizenship Education ◽

Positive Attitude ◽

Global Citizenship ◽

Higher Education Institutions ◽

Descriptive Statistics ◽

Global Citizenship Education ◽

The Government

This study was attempted to analyze teacher's awareness, attitude and challenges in implementing Global Citizenship Education in Pakistan. A questionnaire was constructed and filled by teachers of ten public sector universities of Punjab. Perceptions of two hundred and thirty-five teachers were analyzed using descriptive statistics. The findings were highlighting that teachers showed a low level of awareness towards global citizenship education; however positive attitude towards global citizenship education was counted. Implementation of GCE is essential in order to prepare a civilized generation. However, there are some challenges teachers have encountered in implementing Global Citizenship Education in higher education institutions, such as inadequate environment, no provision in education police to teach it as a subject and lack of training regarding GCE. In order to promote GCE in Pakistan, the government may adopt the Canadian/USA/Australian or England roadmap or may use material and support provided by Qualifications and Curriculum Development Agency (QCA) for executing GCE.

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Developing critical citizenship in LLB students: the role of a decolonised legal history course

Fundamina ◽

10.47348/fund/v26/i2a3 ◽

2020 ◽

Vol 26 (2) ◽

pp. 337-363

Author(s):

Lize-Mari Mitchell

Keyword(s):

Higher Education ◽

South Africa ◽

Social Justice ◽

Critical Pedagogy ◽

Social Science ◽

Citizenship Education ◽

Legal History ◽

Self Reflection ◽

Development Of Students

Within the neoliberal ideals of society, social science subjects are battling for their rightful place in curriculums. As a result, legal history courses are being presented by increasingly less universities in South Africa. In the tendency towards a skills-based LLB, higher education institutions are neglecting to acknowledge the immense impact students’ ideologies and critical thinking will have on the future of South Africa. This contribution argues that it is not only possible to deliver competitive graduates, to retain social subjects and to heed the call for decolonisation, but that a transformative, decolonised legal history course is vital to these ideals. The contribution explores the role of such a course in the development of LLB graduates where it strives towards constitutional ideals and social justice. Furthermore, it takes a look at legal history as a form of critical citizenship education, where it is based on the holistic development of students within constant critical self-reflection and the promotion of a common set of shared values. The development of critical citizenship in students are explored by defining this concept, as well as by discussing the manner in which it can be taught and the importance to the so-called born-free LLB student. This study concludes with broad outlines of the manner in which a legal history course would have to be presented within a critical pedagogy to achieve the aims of critical citizenship.

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The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education

Education Sciences ◽

10.3390/educsci11090476 ◽

2021 ◽

Vol 11 (9) ◽

pp. 476

Author(s):

Alan Smith ◽

Mike Seal

Keyword(s):

Higher Education ◽

Critical Pedagogy ◽

Informal Education ◽

Higher Education Institutions ◽

Informal Educators ◽

Contested Terrain ◽

Do So

This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions.

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