A Modest Critical Pedagogy for English as a Foreign Language Education

Autor/inn/en	Kim, Mi Kyong; Pollard, Vikki Ann
Titel	A Modest Critical Pedagogy for English as a Foreign Language Education
Quelle	In: Education as Change, 21 (2017) 1, S.50-72 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Critical Theory; Teaching Methods; Self Concept; Case Studies; Foreign Countries; Doctoral Programs; Language Teachers; Graduate Students; Student Projects; Active Learning; Korean; Native Language; Undergraduate Students; Student Attitudes; Transformative Learning; Large Group Instruction; Criticism; Educational Principles; Teacher Student Relationship; Journal Writing; Semi Structured Interviews; Qualitative Research; South Korea; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Case study; Fallstudie; Case Study; Ausland; Doktorandenprogramm; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulprojekt; Aktives Lernen; Koreanisch; Schülerverhalten; Pädagogische Transformation; Kritik; Bildungsprinzip; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeitschriftenaufsatz; Qualitative Forschung; Korea; Republik; Australien
Abstract	This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a "modest critical pedagogy" (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on "what we expect students to do and what we as educators do" (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01