This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freire’s scholarship to language and literacy learning settings. The chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom, and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. The chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This practical volume is essential reading for students and scholars in TESOL and critical pedagogy.
Author(s): Gloria Park, Sarah Bogdan, Madeleine Rosa, Joseph Mark Navarro
Publisher: Routledge
Year: 2023
Language: English
Pages: 214
City: New York
Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of Contributors
Foreword
Introduction: How It All Began
Note
Chapter 1: Transforming Language Education: How Instructors Incorporate Translanguaging and Critical Pedagogy in Community Schools
Introduction
Connecting the Core Concepts: Critical Pedagogy, Translanguaging, and Community Schooling
Critical Pedagogy
A Critical Take on Translanguaging
Why Community Schooling Programs?
Bridging Theory and Practice: Making It Work for the Students
Moving Forward
References
Chapter 2: It Can Happen Here: Neoliberalism at the Community College and How Critical Pedagogy Can Resist It
Introduction
Definitions and Teaching Context
Effects of Neoliberalism on Students
Whose Interests?
Saviorism and Sentimentality
Neoliberalism and Epistemology
Alienation and (Self-)Marginalization
Critical Pedagogy as an Ideological Approach to Combat Neoliberalism
Education and Activism
Students Creating Knowledge
Place-Based Remedies to Alienation
Moving Forward
References
Chapter 3: Utopian Social Praxis in First-Year Writing Courses: Reflections on Paulo Freire’s Pedagogy of the Oppressed
Introduction
First Reading—Curiosity, Admiration, and the Radical Sense to Assume
Second Reading—Open, Unfinished, and Autonomous
Third Reading—Neutrality, Class Suicide, and Reflexive Literacy Practices
Discussion
Moving Forward
References
Chapter 4: The Cost of Failing Freshman Composition: Policies That Penalize Multilingual Learners in Higher Education
On Accents
Introduction
The Photo with the Mascot: A Look at My Campus
Knowing Just Enough English
There Is Racism Throughout Higher Education
A Brief History of Remedial English
Impossible Standards
The Cost of Failing Students
An Argument for Labor-Based Grading and Implementing the “V” Grade
Moving Forward
References
Chapter 5: Contemplative Creative Writing as a Pedagogical Practice
Introduction
Defining and Exploring Contemplative Creative Writing
Turning Practice into Praxis
A Mindfulness Exercise: Introducing Mindfulness from the Start
Moving Forward
References
Chapter 6: Creative Writing in English as an Additional Language Classrooms
Introduction: A Personal Reflection on Language Learning
Critical Thinking
Critical Pedagogy
Critical Pedagogy and Creative Writing
Creative Writing and Pedagogy Rationale
Creative Writing and Pedagogy: Suggestions for Pedagogical Practices
Discussion
Moving Forward
References
Chapter 7: Personalized Learning for English as an Additional Language (EAL) Learners: Fostering Agency and Dismantling the Banking Approach
Introduction
Agency and Autonomy in PL
Pedagogical Tension
The Need for Critical Pedagogy
Addressing Pedagogical Shortcomings
Implications of Teaching PL in Multilingual Classrooms
PL as an Approach in Middle and Senior High School
Professional Learning Communities as Catalysts for Change
Moving Forward: Further Reflections on PL and Critical Pedagogy
References
Chapter 8: Resisting Linguistic and Cultural Erasure in the Charter Context: Challenging Critical Pedagogy Applications within the Composition Classroom
Generational Literacy: Conduit of Personal Histories
Teacher-Scholar Philosophy
Teaching Context
Critical Pedagogy: Definition and Misimplementation
Student Identity and the Myth of the Noble Educator
Composition Classroom Liberatory Potential
Literacy Autobiography as Genre of Possibilities
Moving Forward: Closing Illustrations
References
Chapter 9: Localizing the Practice of Critical Pedagogy through Place-Based, Problem-Posing Education
Introduction
Literature Review: Important Concepts
Conceptual Framework of Place-Based Education
The Benefits and Critiques of Implementing PBE
Conceptual Framework of Problem-Posing Education
Banking Model of Education versus Problem-Posing Education
Application of Problem-Posing Education
The Benefits and Critiques of Implementing PPE
Rationales behind Combining Place-Based Education and Problem-Posing Education
Integrating PBE and PPE into English for General Academic Purpose Course
Moving Forward
References
Chapter 10: Critical Pedagogy and Postmethod in Francophone West Africa: Possibilities and Practical Application—the Case of Mali
Introduction
Context and Rationale for Critical Pedagogy and Postmethod in Francophone West Africa
Critical Pedagogy and Postmethod: Possibilities and Relevance
Possible Limitations: Critical Pedagogy and Postmethod
Practical Application for Francophone West Africa: The Case of Mali
The Negotiated Syllabus
Problem Posing
Macrostrategy: Maximize Learning Opportunities
Macrostrategy: Intuitive Heuristics
Macrostrategy: Negotiated Interaction
Macrostrategy: Integrating Language Skills
Macrostrategy: Social Relevance and Raising Cultural Consciousness
Moving Forward
References
Chapter 11: Critical Pedagogy and Writing in Online L2 Instruction Post-COVID: Suggestions for New Teachers
Introduction
Conceptual Framework
Principles for Online Writing Instruction
A Brief Discussion on Critical Pedagogy
Incorporating Critical Pedagogy in Online Writing Instruction
Macrostrategy 2—Minimize Perceptual Mismatches
Macrostrategy 10—Raise Cultural Consciousness
Moving Forward
References
Chapter 12: “A Hope That Moves Us”: Embodied Critical Hope in One Graduate Program’s Fight against Faculty Retrenchments
Introduction
Literature Review: An Overview of Critical Hope
Methodology: Autoethnography
Narrative: Lived Enactments of Critical Hope
Material Hope: Radical Mentorship in Neoliberal Higher Education
Socratic Hope: Emotions and Embodiment in Critical Hope
Audacious Hope: Relationships and Collective Action
Moving Forward: Prefiguring Transformations in Graduate Education
References
Chapter 13: Bringing to a Collage
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
Chapter 14: Theater of the Oppressed
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
References
Chapter 15: Linguistic Instrumentalism
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
Chapter 16: Reflections on Silence
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
Chapter 17: Dialogue and Critical Pedagogy
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
Chapter 18: Performative Pedagogy
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
Chapter 19: World Englishes and Language Varieties
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Pre-Activity One
Activity One
Post-Activity One Reflections
Pre-Activity Two
Activity Two
Activity Two (part b)
Post-Activity Two Reflections
Post-Activity Reflections
Chapter 20: Glocal Identities and Practices
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Post-Activity Reflections
Chapter 21: Identity in Learning Communities
Learning Outcome
Rationale
Selected Pre-Activity Readings
Examples of Diversity and Inclusion Syllabus Statements
Examples of Inclusive Language
Activity
Post-Activity Reflections
Chapter 22: Problematizing Theory and Practice
Learning Outcomes
Rationale
Selected Pre-Activity Readings
Activity
Problematizing Theory and Practice Cards
Post-Activity Reflections
Chapter 23: Theory to Practice of Dialogic Approach
Learning Outcomes
Rationale
Pre-Activity Reading
Activity
Post-Activity Reflections
Index
