Anti-Racist
Pedagogy-Art or Propaganda?
|
Examines
Locke's art/propaganda framework with regard to its
implications for latter-day efforts to help end white/Black
racism through public education.
Audrey Thompson, University of Utah.
<http://www.ed.uiuc.edu/EPS/PES-yearbook/95_docs/thompson.html> |
| Critical
Pedagogy's "Other": Constructions of Whiteness
in Education for Social Change |
Examines
the contradictory representations of whiteness in the
literature
on critical pedagogy and argues that a deeper engagement
with these contradictions
can help critical educators in their work with white
students.
Jennifer Seibel Trainor. CCC 53.4 (June 2002).
<http://www.ncte.org/pdfs/subscribers-only/ccc/0534june02/CO0534Critical.pdf> |
|
Cultural
Imperialism in the Virtual Classroom: Critical Pedagogy
in Transnational Education |
Develops
a cross-cultural perspective on the cultural consequences
of the global use of computer mediated communication (CMC),
arguing that "only by viewing CMC from a critical,
anthropological perspective as a new cultural artifact
can the impact of this new discursive practice be understood.
The paper concludes by discussing CMC's possible consequences
on global communities differentiated by their wealth,
income and technical access to telecommunication technologies."
Yolanda Gayol, Fulbright Fellow and Doctoral Candidate,
Adult Education, Penn State University, and Fred M. Schied,
Assistant Professor, Adult Education, Penn State University.
<http://mypage.direct.ca/p/prossett/culture.html> |
Paulo
Freire and the Politics of Postcolonialism
|
Article
by renowned contemporary critical pedagogue Henry Giroux.
Giroux argues that Paulo Freire's work must be read
as a postcolonial text and that North Americans in particular
must engage in a radical form of border crossing in
order to reconstruct Freire's work in the specificity
of its historical and political construction.
Henry A. Giroux, Waterbury Chair Professor in the College
of Education at Pennsylvania State University, JAC
12.1 (1992).
<http://jac.gsu.edu/jac/12.1/Articles/2.htm> |
| Teacher
Exploration of Feminist/Critical Pedagogy in a Beginning
Japanese as a Foreign Language Class |
Explores
the use of critical pedagogy in a Japanese as a Forieign
Language (JFL) and the ways in which a teacher of Japanese
as a foreign language who is concerned about the oppression
of women in Japan can present the Japanese language and
culture to learners in such a way that allows them to
think critically about linguistic differences and culturally-constructed
gender inequities in Japanese society.
Yumiko Ohara, Scott Saft, and Graham Crookes, University
of Hawai'i at Manoa, Paper presentation 3/22/2000, Dept
of ESL, UHM.
<http://www.hawaii.edu/sls/crookes/crpj.html> |
| Toward
a Pedagogy of Place for Black Urban Struggle |
Argues
that critical pedagogy can help educators develop a "pedagogy
of place" that maintains or establishes the necessary
conditions for the development of black public spheres
within the "ghetto territory."
Stephen Nathan Haymes, DePaul University, Chicago.
<http://www.nl.edu/ace/Resources/Documents/Haymes.html> |
