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Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
Computers and writing is a sub-field of college English studies about how computers and digital technologies affect literacy and the writing process. The range of inquiry in this field is broad including discussions on ethics when using computers in writing programs, how discourse can be produced through technologies, software development, and computer-aided literacy instruction. Some topics include hypertext theory, visual rhetoric, multimedia authoring, distance learning, digital rhetoric, usability studies, the patterns of online communities, how various media change reading and writing practices, textual conventions, and genres. Other topics examine social or critical issues in computer technology and literacy, such as the issues of the "digital divide", equitable access to computer-writing resources, and critical technological literacies. Many studies by scientists have shown that writing on computer is better than writing in a book
Critical race theory (CRT) is an interdisciplinary academic field devoted to analysing how social and political laws and media shape social conceptions of race and ethnicity. CRT also considers racism to be systemic in various laws and rules, and not only based on individuals' prejudices. The word critical in the name is an academic reference to critical thinking, critical theory, and scholarly criticism, rather than criticizing or blaming individuals.
Critical literacy is the ability to find embedded discrimination in media. This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed his or her ideas about society's norms to determine whether these ideas contain racial or gender inequality.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
Stephen Brookfield is a scholar in adult education who has held positions at the University of British Columbia, Columbia University, Harvard University and the University of Saint Thomas. He is currently Distinguished Scholar at Antioch University, Adjunct Professor at Columbia University, and Emeritus Professor at the University of St. Thomas.
Anti-oppressive education encompasses multiple approaches to learning that actively challenge forms of oppression.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy - linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
In linguistics, critical language awareness (CLA) refers to an understanding of social, political, and ideological aspects of language, linguistic variation, and discourse. It functions as a pedagogical application of a critical discourse analysis (CDA), which is a research approach that regards language as a social practice. Critical language awareness as a part of language education teaches students how to analyze the language that they and others use. More specifically, critical language awareness is a consideration of how features of language such as words, grammar, and discourse choices reproduce, reinforce, or challenge certain ideologies and struggles for power and dominance.
A significant construct in language learning research, identity is defined as "how a person understands his or her relationship to the world, how that relationship is structured across time and space, and how the person understands possibilities for the future". Recognizing language as a social practice, identity highlights how language constructs and is constructed by a variety of relationships. Because of the diverse positions from which language learners can participate in social life, identity is theorized as multiple, subject to change, and a site of struggle.
Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.
Kenneth J. Fasching-Varner formerly the Shirley B. Barton Endowed Associate Professor of Education at Louisiana State University in Baton Rouge, Louisiana is now Professor of Education at University of Nevada, Las Vegas whose ideas contribute to education and social reform. Fasching-Varner has proposed a non-developmental theory of white racial identity offering a direct counterpoint to the developmental theories of racial identity. He, along with colleagues Christine Clark and Mark Brimhall-Vargas, have written about the occupation of the academy in higher education to discuss the treatment of diversity in higher education during the Obama era. The edited volume has received praise, being awarded the Duke University Office of Inclusion and Equity's December 2012 book of the month. The volume has also received critique from the neo-conservative Manhattan group, citing that the book does not account for fiscal needs when advocating for diversity.
Translanguaging is a term that can refer to different aspects of multilingualism. It can describe the way bilinguals and multilinguals use their linguistic resources to make sense of and interact with the world around them. It can also refer to a pedagogical approach that utilizes more than one language within a classroom lesson. The term "translanguaging" was coined in the 1980s by Cen Williams in his unpublished thesis titled “An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.” Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. In addition, Vogel and Garcia argued that translanguaging theory posits that rather than possessing two or more autonomous language systems, as previously thought when scholars described bilingual or multilingual speakers, bilinguals and multilingual speakers select and deploy their languages from a unitary linguistic repertoire. However, the dissemination of the term, and of the related concept, gained traction decades later due in part to published research by Ofelia García, among others. In this context, translanguaging is an extension of the concept of languaging, the discursive practices of language speakers, but with the additional feature of using multiple languages, often simultaneously. It is a dynamic process in which multilingual speakers navigate complex social and cognitive demands through strategic employment of multiple languages.
Critical mathematics pedagogy is an approach to mathematics education that includes a practical and philosophical commitment to liberation. Approaches that involve critical mathematics pedagogy give special attention to the social, political, cultural and economic contexts of oppression, as they can be understood through mathematics. They also analyze the role that mathematics plays in producing and maintaining potentially oppressive social, political, cultural or economic structures. Finally, critical mathematics pedagogy demands that critique is connected to action promoting more just and equitable social, political or economic reform.
Rosalind Ivanić is a Yugoslav-born British linguist. She is currently an honorary professor at the Department of Linguistics and English Language of Lancaster University, United Kingdom. Her research focuses on applied linguistics with a special focus on literacy, intertextuality, multimodal communication, adult literacy, educational linguistics, critical language awareness, punctuation, and second language writing. Along with Theo van Leeuwen and David Barton, she is considered one of the most prominent researchers on literacy.
The Sydney School is a genre-based writing pedagogy that analyses literacy levels of students. The Sydney School's pedagogy broadened the traditional observation-based writing in primary schools to encompass a spectrum of different genres of text types that are appropriate to various discourses and include fiction and non-fiction. The method and practice of teaching established by the Sydney School encourages corrective and supportive feedback in the education of writing practices for students, particularly regarding second language students. The Sydney School works to reflectively institutionalise a pedagogy that is established to be conducive to students of lower socio-economic backgrounds, indigenous students and migrants lacking a strong English literacy basis. The functional linguists who designed the genre-based pedagogy of the Sydney School did so from a semantic perspective to teach through patterns of meaning and emphasised the importance of the acquisition of a holistic literacy in various text types or genres. ‘Sydney School’ is not, however, an entirely accurate moniker as the pedagogy has evolved beyond metropolitan Sydney universities to being adopted nationally and, by 2000, was exported to centres in Hong Kong, Singapore, and parts of Britain.
Mary J. Schleppegrell is an applied linguist and Professor of Education at the University of Michigan. Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL), a theory derived from the work of social semiotic linguist Michael Halliday. Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career, which she began as an educational specialist before transitioning to the field of applied linguistics. As a result, her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.
Abolitionist teaching, also known as abolitionist pedagogy, is a set of practices and approaches to teaching that focus on restoring humanity and pursuing educational freedom for all children in schools. It is rooted in Black critical theory. The term was coined by author and professor Bettina Love.
Sonja L. Lanehart is an American linguist and professor of linguistics in the College of Social and Behavioral Sciences at the University of Arizona who has advanced the study of language use in the African American community. Her work as a researcher, author, and editor includes African American English, education, literacy, identity, language variation, women's languages, intersectionality, and inclusivity within the African American community. Lanehart's sociolinguistic orientation prioritizes language as a phenomenon influenced by sociocultural and historical factors. She also utilizes the perspectives of Critical Race Theory and Black feminism in her work. Lanehart was the Brackenridge Endowed Chair in Literature and Humanities at the University of Texas at San Antonio from 2006 to 2019, and was selected by the Linguistic Society of America as a 2021 Fellow.
April Baker-Bell is an American academic and the author of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy. She is the 2020 recipient of the Orwell Award from the National Council of Teachers of English.
References
- 1 2 Grieser, Jessica A. (March 2022). "Book Review: Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy". Journal of English Linguistics. 50 (1): 106–111. doi:10.1177/00754242211055760. ISSN 0075-4242. S2CID 247928326.
- ↑ Evans, Jason C. (2021). "Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy". Teaching English in the Two-Year College. 48 (4). doi:10.58680/tetyc202131353. S2CID 259423221.
- ↑ Falcón, Jennifer (2021-06-30). "Book Review: Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy by April Baker-Bell – Reflections" . Retrieved 2023-07-14.
- ↑ "Review of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy – CFSHRC" . Retrieved 2023-07-14.