Designing Critical Pedagogy to Counteract the Hegemonic Culture of the Traditional Chemistry Classroom

Autor/inn/en	Yusuf, Marlizah; Taylor, Peter Charles; Damanhuri, Muhd Ibrahim Muhamad
Titel	Designing Critical Pedagogy to Counteract the Hegemonic Culture of the Traditional Chemistry Classroom
Quelle	In: Issues in Educational Research, 27 (2017) 1, S.168-184 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Instructional Design; Critical Theory; Chemistry; Science Instruction; Educational Change; Recycling; Teaching Methods; Learning Activities; Educational Research; Trust (Psychology); Educational Quality; Standards; Conservation (Environment); Ethnography; Semi Structured Interviews; Qualitative Research; Secondary School Students + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Kritische Theorie; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Bildungsforschung; Pädagogische Forschung; Quality of education; Bildungsqualität; Standard; Conservation; Environment; Konservierung; Bewahung; Umwelt; Ethnografie; Qualitative Forschung; Sekundarschüler
Abstract	Stimulated by my encounter with the strange term "hegemony"--a dominant ideology that is largely invisible to its adherents--I (first author) recently "returned" to my experiences of being in a secondary school chemistry class. Drawing on contemporary educational research paradigms, I designed an arts-based critical auto/ethnographic methodology. The research was governed by quality standards of transferability, trustworthiness, verisimilitude, crystallisation, polyvocality, pedagogical thoughtfulness, critical reflexivity and envisioning. In this research I identified six aspects of cultural hegemony that had negatively impacted my chemistry education experiences: teacher domination, curriculum content, perfectionism, competitive assessment, traditional teaching methods and poor classroom environment. An outcome of this professional self-study research is a vision for transforming chemistry education: (i) using recycled materials to create "green chemistry" teaching and learning activities, (ii) applying critical pedagogy as a teaching and learning perspective, (iii) embracing technology as a supplement to teaching and learning, and (iv) applying science innovation ideas as part of classroom activities. This vision can be adapted and implemented by innovative teachers wishing to enliven their chemistry classrooms with more meaningful, stimulating and socially responsible learning experiences appropriate for the 21st century. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01