Enabling critical pedagogy in higher education:
An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Weitere Verfasser: | , |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
St Albans
Critical Publishing
2021
|
| Schriftenreihe: | Critical practice in higher education
|
| Schlagworte: | |
| Zusammenfassung: | An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between |
| Beschreibung: | Description based upon print version of record Engaging with Professional, Statutory and Regulatory Bodies |
| Beschreibung: | viii, 106 Seiten |
| ISBN: | 9781914171093 1914171098 |
Internformat
MARC
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| 245 | 1 | 0 | |a Enabling critical pedagogy in higher education |c Mike Seal, Alan Smith ; edited by Joy Jarvis and Karen Smith |
| 264 | 1 | |a St Albans |b Critical Publishing |c 2021 | |
| 300 | |a viii, 106 Seiten | ||
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| 490 | 0 | |a Critical practice in higher education | |
| 500 | |a Description based upon print version of record | ||
| 500 | |a Engaging with Professional, Statutory and Regulatory Bodies | ||
| 505 | 8 | |a Cover -- Half-title -- Dedication -- Acknowledgments -- Title page -- Copyright information -- Table of contents -- Meet the authors and series editors -- Book summary -- Chapter 1 An introduction to critical pedagogy -- What is it? -- Why is it important? -- Why now? -- The structure of the book -- Principles, aims and approaches of critical pedagogy -- Principles -- Education is inherently political -- Knowledge should relate to and develop from the lived experience of participants -- Knowledge should be co-created between all participants in the learning process | |
| 505 | 8 | |a Aims of critical pedagogy -- To develop critical thinkers who create new knowledge -- For people to become aware of their, and others', oppressions -- For people to make connections between personal experiences and wider societal forces -- Approaches in critical pedagogy -- Emphasising the importance of democracy and equality in learning environments -- Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments -- Flexible curriculum and using authentic materials -- Generative themes -- Teachable moments | |
| 505 | 8 | |a Emphasising the importance of cultivating hope and symbolic resistance -- Conclusion: how critical pedagogy can be enabled -- a step process -- Step one: change how you teach and your relationship with students -- Step two: push the structure as far as you can and build alliances -- Step three: be seen as a pedagogic expert, internally and externally -- Useful texts -- Chapter 2 Critical pedagogy and curriculum -- Introduction -- Applying critical pedagogy to the curriculum -- The controlling hand of curriculum -- Conclusion -- Useful texts -- Chapter 3 Critical pedagogy and assessment | |
| 505 | 8 | |a Introduction -- Making assessment compatible with critical pedagogy -- Characteristics of authentic assessment within critical pedagogy -- It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated -- Foster an integrated approach to theory and practice, or what Freire would term praxis -- theory in action -- It should value and validate the experience students bring to the classroom -- Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations | |
| 505 | 8 | |a Create a negotiated curriculum, including assessment, equally owned by teachers and students -- Conclusion -- Useful texts -- Chapter 4 Critical pedagogy and learning and teaching -- Introduction -- De-constructing the lecture -- Respecting the knowledge in the room -- Tutor groups: flipping the flipped classroom -- Deconstructing the conference and the academic seminar -- Conclusion -- Useful texts -- Chapter 5 Critical pedagogy and the spaces in between -- Introduction -- Critiquing the institution -- Power within critical pedagogy groups | |
| 520 | 3 | |a An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between | |
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| 653 | 0 | |a Critical pedagogy | |
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| 700 | 1 | |a Smith, Karen |4 edt | |
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Datensatz im Suchindex
| _version_ | 1804182828594757632 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Seal, Mike ca. 20./21. Jh Smith, Alan |
| author2 | Jarvis, Joy Smith, Karen |
| author2_role | edt edt |
| author2_variant | j j jj k s ks |
| author_GND | (DE-588)1123047456 |
| author_facet | Seal, Mike ca. 20./21. Jh Smith, Alan Jarvis, Joy Smith, Karen |
| author_role | aut aut |
| author_sort | Seal, Mike ca. 20./21. Jh |
| author_variant | m s ms a s as |
| building | Verbundindex |
| bvnumber | BV047498341 |
| classification_rvk | AL 17100 AL 34000 |
| contents | Cover -- Half-title -- Dedication -- Acknowledgments -- Title page -- Copyright information -- Table of contents -- Meet the authors and series editors -- Book summary -- Chapter 1 An introduction to critical pedagogy -- What is it? -- Why is it important? -- Why now? -- The structure of the book -- Principles, aims and approaches of critical pedagogy -- Principles -- Education is inherently political -- Knowledge should relate to and develop from the lived experience of participants -- Knowledge should be co-created between all participants in the learning process Aims of critical pedagogy -- To develop critical thinkers who create new knowledge -- For people to become aware of their, and others', oppressions -- For people to make connections between personal experiences and wider societal forces -- Approaches in critical pedagogy -- Emphasising the importance of democracy and equality in learning environments -- Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments -- Flexible curriculum and using authentic materials -- Generative themes -- Teachable moments Emphasising the importance of cultivating hope and symbolic resistance -- Conclusion: how critical pedagogy can be enabled -- a step process -- Step one: change how you teach and your relationship with students -- Step two: push the structure as far as you can and build alliances -- Step three: be seen as a pedagogic expert, internally and externally -- Useful texts -- Chapter 2 Critical pedagogy and curriculum -- Introduction -- Applying critical pedagogy to the curriculum -- The controlling hand of curriculum -- Conclusion -- Useful texts -- Chapter 3 Critical pedagogy and assessment Introduction -- Making assessment compatible with critical pedagogy -- Characteristics of authentic assessment within critical pedagogy -- It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated -- Foster an integrated approach to theory and practice, or what Freire would term praxis -- theory in action -- It should value and validate the experience students bring to the classroom -- Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations Create a negotiated curriculum, including assessment, equally owned by teachers and students -- Conclusion -- Useful texts -- Chapter 4 Critical pedagogy and learning and teaching -- Introduction -- De-constructing the lecture -- Respecting the knowledge in the room -- Tutor groups: flipping the flipped classroom -- Deconstructing the conference and the academic seminar -- Conclusion -- Useful texts -- Chapter 5 Critical pedagogy and the spaces in between -- Introduction -- Critiquing the institution -- Power within critical pedagogy groups |
| ctrlnum | (OCoLC)1286875244 (DE-599)BVBBV047498341 |
| discipline | Allgemeines |
| discipline_str_mv | Allgemeines |
| format | Book |
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| id | DE-604.BV047498341 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T18:17:58Z |
| indexdate | 2024-07-10T09:13:45Z |
| institution | BVB |
| isbn | 9781914171093 1914171098 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032899451 |
| oclc_num | 1286875244 |
| open_access_boolean | |
| owner | DE-11 |
| owner_facet | DE-11 |
| physical | viii, 106 Seiten |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | Critical Publishing |
| record_format | marc |
| series2 | Critical practice in higher education |
| spelling | Seal, Mike ca. 20./21. Jh. Verfasser (DE-588)1123047456 aut Enabling critical pedagogy in higher education Mike Seal, Alan Smith ; edited by Joy Jarvis and Karen Smith St Albans Critical Publishing 2021 viii, 106 Seiten txt rdacontent n rdamedia nc rdacarrier Critical practice in higher education Description based upon print version of record Engaging with Professional, Statutory and Regulatory Bodies Cover -- Half-title -- Dedication -- Acknowledgments -- Title page -- Copyright information -- Table of contents -- Meet the authors and series editors -- Book summary -- Chapter 1 An introduction to critical pedagogy -- What is it? -- Why is it important? -- Why now? -- The structure of the book -- Principles, aims and approaches of critical pedagogy -- Principles -- Education is inherently political -- Knowledge should relate to and develop from the lived experience of participants -- Knowledge should be co-created between all participants in the learning process Aims of critical pedagogy -- To develop critical thinkers who create new knowledge -- For people to become aware of their, and others', oppressions -- For people to make connections between personal experiences and wider societal forces -- Approaches in critical pedagogy -- Emphasising the importance of democracy and equality in learning environments -- Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments -- Flexible curriculum and using authentic materials -- Generative themes -- Teachable moments Emphasising the importance of cultivating hope and symbolic resistance -- Conclusion: how critical pedagogy can be enabled -- a step process -- Step one: change how you teach and your relationship with students -- Step two: push the structure as far as you can and build alliances -- Step three: be seen as a pedagogic expert, internally and externally -- Useful texts -- Chapter 2 Critical pedagogy and curriculum -- Introduction -- Applying critical pedagogy to the curriculum -- The controlling hand of curriculum -- Conclusion -- Useful texts -- Chapter 3 Critical pedagogy and assessment Introduction -- Making assessment compatible with critical pedagogy -- Characteristics of authentic assessment within critical pedagogy -- It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated -- Foster an integrated approach to theory and practice, or what Freire would term praxis -- theory in action -- It should value and validate the experience students bring to the classroom -- Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations Create a negotiated curriculum, including assessment, equally owned by teachers and students -- Conclusion -- Useful texts -- Chapter 4 Critical pedagogy and learning and teaching -- Introduction -- De-constructing the lecture -- Respecting the knowledge in the room -- Tutor groups: flipping the flipped classroom -- Deconstructing the conference and the academic seminar -- Conclusion -- Useful texts -- Chapter 5 Critical pedagogy and the spaces in between -- Introduction -- Critiquing the institution -- Power within critical pedagogy groups An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between Höheres Bildungswesen (DE-588)4299541-3 gnd rswk-swf Konzeption (DE-588)4204973-8 gnd rswk-swf Anwendung (DE-588)4196864-5 gnd rswk-swf Kritische Pädagogik (DE-588)4137945-7 gnd rswk-swf Critical pedagogy Education, Higher Kritische Pädagogik (DE-588)4137945-7 s Anwendung (DE-588)4196864-5 s Konzeption (DE-588)4204973-8 s Höheres Bildungswesen (DE-588)4299541-3 s DE-604 Smith, Alan Verfasser aut Jarvis, Joy edt Smith, Karen edt Erscheint auch als Online-Ausgabe 191417111X Erscheint auch als Online-Ausgabe, EPUB 978-1-914171-11-6 Erscheint auch als Online-Ausgabe 978-1-914171-12-3 |
| spellingShingle | Seal, Mike ca. 20./21. Jh Smith, Alan Enabling critical pedagogy in higher education Cover -- Half-title -- Dedication -- Acknowledgments -- Title page -- Copyright information -- Table of contents -- Meet the authors and series editors -- Book summary -- Chapter 1 An introduction to critical pedagogy -- What is it? -- Why is it important? -- Why now? -- The structure of the book -- Principles, aims and approaches of critical pedagogy -- Principles -- Education is inherently political -- Knowledge should relate to and develop from the lived experience of participants -- Knowledge should be co-created between all participants in the learning process Aims of critical pedagogy -- To develop critical thinkers who create new knowledge -- For people to become aware of their, and others', oppressions -- For people to make connections between personal experiences and wider societal forces -- Approaches in critical pedagogy -- Emphasising the importance of democracy and equality in learning environments -- Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments -- Flexible curriculum and using authentic materials -- Generative themes -- Teachable moments Emphasising the importance of cultivating hope and symbolic resistance -- Conclusion: how critical pedagogy can be enabled -- a step process -- Step one: change how you teach and your relationship with students -- Step two: push the structure as far as you can and build alliances -- Step three: be seen as a pedagogic expert, internally and externally -- Useful texts -- Chapter 2 Critical pedagogy and curriculum -- Introduction -- Applying critical pedagogy to the curriculum -- The controlling hand of curriculum -- Conclusion -- Useful texts -- Chapter 3 Critical pedagogy and assessment Introduction -- Making assessment compatible with critical pedagogy -- Characteristics of authentic assessment within critical pedagogy -- It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated -- Foster an integrated approach to theory and practice, or what Freire would term praxis -- theory in action -- It should value and validate the experience students bring to the classroom -- Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations Create a negotiated curriculum, including assessment, equally owned by teachers and students -- Conclusion -- Useful texts -- Chapter 4 Critical pedagogy and learning and teaching -- Introduction -- De-constructing the lecture -- Respecting the knowledge in the room -- Tutor groups: flipping the flipped classroom -- Deconstructing the conference and the academic seminar -- Conclusion -- Useful texts -- Chapter 5 Critical pedagogy and the spaces in between -- Introduction -- Critiquing the institution -- Power within critical pedagogy groups Höheres Bildungswesen (DE-588)4299541-3 gnd Konzeption (DE-588)4204973-8 gnd Anwendung (DE-588)4196864-5 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
| subject_GND | (DE-588)4299541-3 (DE-588)4204973-8 (DE-588)4196864-5 (DE-588)4137945-7 |
| title | Enabling critical pedagogy in higher education |
| title_auth | Enabling critical pedagogy in higher education |
| title_exact_search | Enabling critical pedagogy in higher education |
| title_exact_search_txtP | Enabling critical pedagogy in higher education |
| title_full | Enabling critical pedagogy in higher education Mike Seal, Alan Smith ; edited by Joy Jarvis and Karen Smith |
| title_fullStr | Enabling critical pedagogy in higher education Mike Seal, Alan Smith ; edited by Joy Jarvis and Karen Smith |
| title_full_unstemmed | Enabling critical pedagogy in higher education Mike Seal, Alan Smith ; edited by Joy Jarvis and Karen Smith |
| title_short | Enabling critical pedagogy in higher education |
| title_sort | enabling critical pedagogy in higher education |
| topic | Höheres Bildungswesen (DE-588)4299541-3 gnd Konzeption (DE-588)4204973-8 gnd Anwendung (DE-588)4196864-5 gnd Kritische Pädagogik (DE-588)4137945-7 gnd |
| topic_facet | Höheres Bildungswesen Konzeption Anwendung Kritische Pädagogik |
| work_keys_str_mv | AT sealmike enablingcriticalpedagogyinhighereducation AT smithalan enablingcriticalpedagogyinhighereducation AT jarvisjoy enablingcriticalpedagogyinhighereducation AT smithkaren enablingcriticalpedagogyinhighereducation |