Products related to Critical:
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Designing Intersectional Online Education : Critical Teaching and Learning Practices
Designing Intersectional Online Education provides expansive yet accessible examples and discussion about the intentional creation of online teaching and learning experiences that critically center identity, social systems, and other important ideas in design and pedagogy.Instructors are increasingly tasked with designing their own online courses, curricula, and activities but lack information to support their attention to the ever-shifting, overlapping contexts and constructs that inform students’ positions within knowledge and schooling.This book infuses today’s technology-enhanced education environments with practices derived from critical race theory, culturally responsive pedagogy, disability studies, feminist/womanist studies, queer theory, and other essential foundations for humanized and socially just education.Faculty, scholars, technologists, and other experts across higher education, K-12, and teacher training offer fresh, robust insights into how actively engaging with intersectionality can inspire designs for online teaching and learning that are inclusive, intergenerational, anti-oppressive, and emancipatory.
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Critical Approaches to Online Learning
Online learning has become an increasing presence in higher education course design, with most courses combining physical real time engagement with asynchronous learning activity.Now, however, there is a greater need for this one-stop guide to critical practice in this area, as we rethink the role of digital in the social practices of university learning and teaching.This book provides a critical and contemporary ‘deep dive’ into the socio-material, technological and pedagogical practices at work in virtual and digital higher education.Examples are drawn from across and between disciplinary pedagogies with a focus on blended and hybrid approaches and the pivot to fully online made urgent by Covid-19 but drawing on existing best practice. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice.Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research.The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest.Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.
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Critical Autoethnography in Language Teacher Education
This book explores the value and affordances of critical autoethnography, an established qualitative research methodology, for the construction of language teachers’ professional identities.Bedrettin Yazan responds to calls in recent scholarship for the incorporation of practitioners in the construction of their own professional knowledge and identities, the use of narrative as a tool for knowledge generation and identity construction, and the integration of identity as an explicit goal in language teacher education practices.He showcases examples of teacher candidates’ autoethnographic work from three different groups of language teacher candidates in two university-based teacher education programmes.Through the narration and analysis of the researchers’ own stories, the author discusses the potential of autoethnographic activity for the reconceptualization of language teachers as active agents in their own professional learning.He also discusses how these methodological procedures might be enriched by collaboration with colleagues, by potentially writing collaborative autoethnographies.
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Early Language Learning in Context : A Critical Socioeducational Perspective
This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness.It focuses on four Asian contexts - Malaysia, South Korea, Sri Lanka and Thailand - while providing a discussion of policy and practice in Canada and Finland as a comparison.Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy.It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction.The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages.This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.
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Socially critical or critical of society?
The phrase "socially critical" typically refers to works of art, literature, or commentary that examine and critique social issues, norms, and structures. On the other hand, "critical of society" may imply a more general and broad critique of societal values, institutions, and behaviors. Both phrases ultimately convey a similar idea of questioning and challenging the status quo, but "socially critical" may be more focused on specific social issues, while "critical of society" may encompass a broader range of societal aspects.
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What is critical rationalism?
Critical rationalism is a philosophical approach that emphasizes the importance of critical thinking and skepticism in the pursuit of knowledge. It was developed by philosopher Karl Popper and is based on the idea that knowledge can never be fully justified or proven, but can only be tested and criticized. Critical rationalism encourages the constant questioning and testing of theories and beliefs, and rejects the notion of absolute truth. It also emphasizes the importance of openness to new ideas and the willingness to revise or abandon theories in the face of new evidence.
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Are you self-critical?
As an AI, I do not possess the ability to be self-critical. I am programmed to provide information and assistance based on the data and algorithms I have been designed with. My responses are generated based on the input I receive and the parameters set by my creators.
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Is Kollegah too critical?
Kollegah, a German rapper, has been known for his controversial and critical lyrics, often addressing social and political issues. While some may argue that he is too critical, others may see his outspokenness as a way to bring attention to important topics and spark discussions. It ultimately depends on one's perspective and personal beliefs whether they consider Kollegah's criticism to be too much or necessary for raising awareness.
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Early Language Learning in Context : A Critical Socioeducational Perspective
This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness.It focuses on four Asian contexts - Malaysia, South Korea, Sri Lanka and Thailand - while providing a discussion of policy and practice in Canada and Finland as a comparison.Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy.It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction.The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages.This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.
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Education for Critical Consciousness
Famous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today.Education for Critical Consciousness is the main statement of Freire's revolutionary method of education.It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals.For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed.This edition includes a substantial new introduction by Carlos Alberto Torres, Distinguished Professor and Founding Director of the Paulo Freire Institute, UCLA, USA. Translated by Myra Bergman Ramos.
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Critical Practice in Higher Education
What is critical practice; what is critique? And what do these ideas have to do with higher education?This book argues that engaging in critical practice is fundamental to meaningful teaching, learning and research.Critical practice is key to understanding societies, technologies, and the power relations that pervade our practice.Critical approaches are vital for responding meaningfully to some of the knotty questions that we face in higher education. And yet, there is a need to re-examine critical theorising in contemporary times, to address the limitations of current conceptions of criticality, where critique is at risk of becoming stale, redundant, even harmful. International in scope, this book engages theory and empirical data from recent research to offer new ways of thinking and doing critical practice.Case studies are drawn from teachers and academics working in the UK, Australia, and America, across a breadth of disciplines and learning environments.Specifically, the book proposes a move towards a relational critical practice.After many years of attention that has been paid to cognitive notions of critical thinking, skills and dispositions –assumed to take place within the boundaries of rational, individual, minds – this book takes us beyond thinking about criticality as an individualised activity.Elaborating a critical practice that considers the affective, embodied and relational nature of criticality, this text will explore how we might look more closely at the entanglement of ideas and practice, of mind and body, of thinking, feeling and doing.In doing so, this book argues for a celebration of critique, and for the value of a relational critical practice in higher education.
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Habermas, Critical Theory and Education
The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict.However, there has been no concerted and focused attempt to introduce his ideas to the field of education broadly.This book rectifies this omission and delivers a definitive contribution to the understanding of Habermas's oeuvre as it applies to the field.The authors examine the contribution Habermas's theory has and can make to: pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.Additionally, the book answers a range of more specific questions, including: what are the implications for pedagogy of a shift from a philosophy of consciousness to a philosophy of language?; What contribution can Habermas's re-shaping of speech act theory and communicative rationality make to theories of classroom interaction?; and how can his theories of reason and colonization be used to explore questions of governance and accountability in education?
Price: 51.99 £ | Shipping*: 0.00 £
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What is critical consciousness?
Critical consciousness is the ability to recognize and analyze social, political, and economic structures of power and oppression. It involves questioning the status quo, understanding the root causes of inequality and injustice, and taking action to challenge and change these systems. Critical consciousness also involves self-reflection and awareness of one's own biases and privileges, as well as empathy and solidarity with marginalized and oppressed groups. It is a key component of social justice and activism, as it empowers individuals to work towards a more equitable and just society.
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What were the pre-critical and critical periods in Immanuel Kant's life?
The pre-critical period in Immanuel Kant's life refers to the time before he published his most famous work, "Critique of Pure Reason" in 1781. During this period, Kant was primarily focused on teaching and writing on a variety of topics, including metaphysics, ethics, and aesthetics. It was during this time that he developed the philosophical ideas that would later form the basis of his critical philosophy. The critical period in Kant's life began with the publication of "Critique of Pure Reason" and continued with the subsequent publication of his other major works, such as "Critique of Practical Reason" and "Critique of Judgment." During this period, Kant's focus shifted to developing his critical philosophy, which aimed to reconcile rationalism and empiricism and address the limitations of human knowledge. This period marked a significant shift in Kant's thinking and solidified his reputation as one of the most important philosophers in Western thought.
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What is the difference between the historical-critical method and historical-critical exegesis?
The historical-critical method is a broad approach to studying and interpreting religious texts, which involves analyzing the historical and cultural context in which the text was written, as well as examining the language, literary style, and authorship of the text. Historical-critical exegesis, on the other hand, is a specific application of the historical-critical method to the interpretation of biblical texts. It focuses on understanding the original meaning of the biblical texts by considering their historical and cultural context, as well as the intentions of the original authors. In essence, historical-critical exegesis is a more focused and specific application of the broader historical-critical method to the interpretation of religious texts.
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Should one ignore critical topics?
Ignoring critical topics can have serious consequences, as they often represent important issues that need to be addressed. By ignoring critical topics, we risk perpetuating problems and hindering progress. It is important to engage with and address critical topics in order to promote understanding, find solutions, and create positive change. Ignoring critical topics can also lead to missed opportunities for growth and improvement. Therefore, it is essential to actively engage with and address critical topics in order to foster a better society and world.
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