Paulo Freire's Critical and Dialogic Pedagogy and Its Implications for the Bahraini Educational Context

Autor/in	Abdul Razzak, Nina
Titel	Paulo Freire's Critical and Dialogic Pedagogy and Its Implications for the Bahraini Educational Context
Quelle	In: Educational Philosophy and Theory, 52 (2020) 9, S.999-1010 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1716731
Schlagwörter	Critical Theory; Cultural Context; Teaching Methods; Educational Philosophy; Social Change; Educational Change; Skill Development; Thinking Skills; 21st Century Skills; Curriculum Development; Teacher Role; Foreign Countries; Dialogs (Language); Constructivism (Learning); Bahrain + Suchen Sie Ihr Suchwort? Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Sozialer Wandel; Bildungsreform; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerrolle; Ausland; Dialog; Dialogs; Dialogue; Dialogues
Abstract	This paper is a conceptual analysis in methodology. The purpose it fulfils is that of analysing the critical and dialogic pedagogy of Paulo Freire, to arrive at implications of Freire's philosophy and approach for the current educational context of the Kingdom of Bahrain. The Bahraini context is currently one of major economic, social, and educational reforms. Despite several reform initiatives, however, schools in Bahrain are still not advancing as they should be and deficiencies continue to exist in students' development of higher-order thinking skills, such as critical thinking, problem-solving, and analysis. Among the implications made by this study are ones related to: teaching and learning practices within a classroom, cultivation of 21st Century skills, curriculum development and planning, and the role played by the teacher. The paper ends with a number of significant recommendations for teachers and policy-makers, which can enhance education in Bahrain and help it progress faster. These recommendations can also prove to be useful to other parallel contexts regionally and internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01