Are They Empowered Yet?: Opening up Definitions of Critical Pedagogy

Autor/in	Thomson-Bunn, Heather
Titel	Are They Empowered Yet?: Opening up Definitions of Critical Pedagogy
Quelle	In: Composition Forum, 29 (2014), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Definitions; Critical Theory; Student Empowerment; Politics of Education; Writing (Composition); Student Characteristics; Educational Practices; Student Participation + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Kritische Theorie; Studienberechtigung; Educational policy; Bildungspolitik; Schreibübung; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Approaching definitions (and the act of defining) as inherently political and ideological, this article argues that there is a lack of definitional precision surrounding "critical pedagogy" and its core terms (e.g., "student empowerment"). This lack of precision can impede the successful and ethical implementation of critical pedagogy in the composition classroom. This article calls for a deeper articulation of what critical pedagogy is and does, and for sharing definitional power with students by enlisting their help in this articulation. Inviting students to participate in such definitional work may mitigate resistance by offering students a greater say, and a greater stake, in their own education. Defining these terms more precisely may also help instructors to enact and communicate critical pedagogy in a more open and purposeful way. (As Provided).
Anmerkungen	Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10