Literaturnachweis - Detailanzeige
| Autor/in | Chege, Mwangi |
|---|---|
| Titel | Literacy and Hegemony: Critical Pedagogy Vis-a-vis Contending Paradigms |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 21 (2009) 2, S.228-238 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1812-9129 |
| Schlagwörter | Critical Theory; Scholarship; Cultural Influences; Models; Literacy; Epistemology; Ideology; Educational Policy; Social Change; Higher Education |
| Abstract | Critical pedagogy has become commonplace in contemporary academe. Despite its prominence, the pedagogy continues to face relentless attacks: some scholars have dismissed the pedagogy as essentialist, populist, and unpatriotic, among other labels. The fact of the matter is that these critiques are driven by ideologically masked epistemologies. By adopting a dialectic approach, the focus of this article is to demonstrate that all approaches to literacy are political and that these attacks are anchored in paradigms antithetical to the progressive agenda of critical pedagogy. (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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