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 البيداغوجية النقدية (الاتجاه الجديد في تعليم اللغة العربية لغير الناطقين بها)

Abjadia ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Muhammad Muchlish Huda
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
Primary Source ◽  
Paulo Freire ◽  
Arabic Language ◽  
Learning Material ◽  
Critical Reasoning ◽  
Dialogic Pedagogy ◽  
Critical Pedagogies ◽  
Agent Of Change

<p dir="RTL">تهدف هذه المقالة الى أن تقوم بمناقشة حيويّة في مجال البيداغوجية النقدية كإحدى المقاربات فيما بعد الحداثة في التعليم اللغة. فتحاول هذه المقاربة الى أن تقوم بالإرتباط المتين بين السياق الدراسي والسياق الإجتماعي لتشدّد تمكين المتعلمين على التفكير والتصرّف بشكل حاسم بهدف تحويل ظروفهم الحياتية والشعبية. فتعتمد هذه النظرية بمباديئ رئيسية من فرانكفورط الأكاديمي كالمصادر الأولوية الا وهي نظرية نقد الإجتماعية والنظم السياسي والمجتمعة المغرضة لأنها نتيجة من حركة الإجتماعية الحارة في فرانكفورط “Frankfurt” الألماني سنة 1923. تتعلق هذه النظرية بمصطلح جدلية البيداغوجية “Dialogic Pedagogy” أشاره Paulo Freire  في مؤلفاته أو باللغة العربية أن في التعليم يلزم على الجدلية, فليس هناك الحوار بلا جدلية وليس هناك التعليم الصالح بلا الحوار. فظهور نظرية البيداغوجية النقدية في أمريكا من خلال فكرة غيروق في مجال التربية والبيداغوجية. لتحقيق هذا الهدف فيقوم الباحث على منهج البحث المكتبي حيث يقارن فيه كتب ومقالات علمية فيما تتعلق بهذه القضية. دلّت نتيجة هذه المقالة على أهمية تطبيق هذه المقاربة في تعليم اللغة لغير الناطقين بها وخصوصا في تعليم اللغة العربية لتزويد المتعلمين للحصول على وعي صالح وعناية جدّيّة في تنمية التساؤلات المتعلّمين وتحدى على المعتقدات والتطبيقات المهيمنة من خلال تعليم اللغة العربية.</p><p dir="RTL"> </p><p>This paper aim to present the discursive dynamics of critical pedagogy theory as one of the post-modernism approaches in language learning. The critical pedagogy approach seeks to focus on the interrelationships that occur between the educational and social context with the aim of optimizing students' critical thinking reasoning as an agent of change. Critical pedagogy theory is based on the basic principles of the Frankfurt Academy as the primary source, especially the teachings on the theory of social criticism from the social movements in Germany 1923. This theory has a connection with the concept of "dialogic pedagogy" by Paulo Freire. Critical pedagogy emphasis on the process of dialogue in learning, including learning Arabic. Without dialogue and critical and discursive reasoning processes, the learning process becomes unhealthy. The critical pedagogies in America is often associated with Henry Giroux. This study uses a qualitative research method with a library approach. The research step is to collect information and research discourses relating to the theory of critical pedagogy. The results there is importance to use critical pedagogy in learning Arabic language to sharpen critical reasoning learners so that Arabic learners are not easily infiltrated with ideological orthodoxy and orthopraxies contained in learning material.</p>

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.

Paulo Freire

2017 ◽  
Author(s):  
Peter Roberts
Keyword(s):  
Critical Pedagogy ◽  
Adult Literacy ◽  
Teaching And Learning ◽  
Paulo Freire ◽  
Pedagogical Practices ◽  
Literacy Programs ◽  
Peace Studies ◽  
Political Commitment ◽  
Wide Range ◽  
Approach To Teaching

The work of the Brazilian pedagogue Paulo Freire (1921–1997) has been extraordinarily influential. Freire’s ideas have been taken up not just by educationists, but also by scholars and practitioners in a wide range of other fields, including theology, philosophy, sociology, politics, women’s studies, nursing, counseling, social work, disability studies, and peace studies. In educational circles, Freire is regarded as one of the founding figures of critical pedagogy. He is best known for his adult literacy programs in impoverished communities and for his classic early text: Pedagogy of the Oppressed. As a writer, he was most prolific in the last ten years of his life. His work advances an ideal of humanization through transformative reflection and action, and stresses the importance of developing key epistemological, ethical, and educational virtues, such as openness, humility, tolerance, attentiveness, rigor, and political commitment. The themes of love and hope figure prominently throughout his work. Freire was opposed to authoritarian, technicist, and neoliberal pedagogical practices. He argued that education is a necessarily nonneutral process and favored a critical, problem-posing, dialogical approach to teaching and learning. While acclaimed by many, Freire also attracted his share of criticism. He responded to some of the key questions raised by others, while also leaving open a number of areas of inquiry for further investigation.

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.

PAR Method

2010 ◽  
Vol 3 (3) ◽  
pp. 355-375 ◽  
Author(s):  
Michelle Billies
Keyword(s):  
New York ◽  
Low Income ◽  
Critical Consciousness ◽  
Design Method ◽  
Participatory Action ◽  
Community Members ◽  
Context Analysis ◽  
Gender Nonconforming ◽  
The Social ◽  
And Gender

The work of the Welfare Warriors Research Collaborative (WWRC), a participatory action research (PAR) project that looks at how low income lesbian, gay, bisexual, transgender, and gender nonconforming (LG-BTGNC) people survive and resist violence and discrimination in New York City, raises the question of what it means to make conscientization, or critical consciousness, a core feature of PAR. Guishard's (2009) reconceptualization of conscientization as “moments of consciousness” provides a new way of looking at what seemed to be missing from WWRC's process and analysis. According to Guishard, rather than a singular awakening, critical consciousness emerges continually through interactions with others and the social context. Analysis of the WWRC's process demonstrates that PAR researchers doing “PAR deep” (Fine, 2008)—research in which community members share in all aspects of design, method, analysis and product development—should have an agenda for developing critical consciousness, just as they would have agendas for participation, for action, and for research.

Community-based? Asian American Students, Parents, and Teachers in the Shifting Chinatowns of New York and Los Angeles

2012 ◽  
Vol 10 (2) ◽  
pp. 99-117 ◽  
Author(s):  
Benji Chang ◽  
Juhyung Lee
Keyword(s):  
New York ◽  
Public Schools ◽  
Los Angeles ◽  
Asian American ◽  
Community Members ◽  
Asian American Students ◽  
Education Experience ◽  
American Students ◽  
Community Organizers ◽  
Holistic Vision

This article examines the experiences of children, parents, and teachers in the New York and Los Angeles Chinatown public schools, as observed by two classroom educators, one based in each city. The authors document trends among the transnational East and Southeast Asian families that comprise the majority in the local Chinatown schools and discuss some of the key intersections of communities and identities within those schools, as well as the pedagogies that try to build upon these intersections in the name of student empowerment and a more holistic vision of student achievement. Ultimately, this article seeks to bring forth the unique perspectives of Chinatown community members and explore how students, families, teachers, school staff and administrators, and community organizers can collaborate to actualize a more transformative public education experience.

Charles Olson and American Modernism

2018 ◽  
Author(s):  
Mark Byers
Keyword(s):  
New York ◽  
Political Action ◽  
The Self ◽  
Instrumental Reason ◽  
Charles Olson ◽  
American Modernism ◽  
Avant Garde ◽  
Wide Range ◽  
American Poet ◽  
Mark Rothko

The Practice of the Self situates the work of American poet Charles Olson (1910–70) at the centre of the early postwar American avant-garde. It shows Olson to have been one of the major advocates and theorists of American modernism in the late 1940s and early 1950s; a poet who responded fully and variously to the political, ethical, and aesthetic urgencies driving innovation across contemporary American art. Reading Olson’s work alongside that of contemporaries associated with the New York Schools of painting and music (as well as the exiled Frankfurt School), the book draws on Olson’s published and unpublished writings to establish an original account of early postwar American modernism. The development of Olson’s work is seen to illustrate two primary drivers of formal innovation in the period: the evolution of a new model of political action pivoting around the radical individual and, relatedly, a powerful new critique of instrumental reason and the Enlightenment tradition. Drawing on extensive archival research and featuring readings of a wide range of artists—including, prominently, Barnett Newman, Mark Rothko, David Smith, Wolfgang Paalen, and John Cage—The Practice of the Self offers a new reading of a major American poet and an original account of the emergence of postwar American modernism.

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