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    CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS

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    Croll_temple_0225M_11011.pdf
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    Genre
    Thesis/Dissertation
    Date
    2012
    Author
    Croll, Joshua Eric
    Advisor
    Keith, Novella Zett
    Committee member
    Jordan, Will J.
    Department
    Urban Education
    Subject
    Pedagogy
    Education
    Education, Secondary
    Critical Pedagogy
    Inquiry-based Learning
    Liberatory Education
    Praxis
    Urban Education
    Urban Teaching
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1026
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1008
    Abstract
    This paper explores concepts and theories in the tradition of critical pedagogy as they relate to teaching practices in contemporary American urban public schooling. Objectives for critical pedagogies are discussed and applied to various aspects of teaching and education, including urban schools and school systems as problematical institutions; establishing a healthy classroom climate and learning community; creating a learning partnership with students; posing-problems for study; generating ideas through collaborative dialogue; guiding inquiry and critical thinking; providing ongoing and authentic assessment; and the imperatives of ethical values, ideology, and multiple perspectives in critical teaching praxis. Critical educational scholarship informs teaching and learning in schools to provide liberating opportunities to achieve critical and academic literacies. Theories of liberation, freedom, democracy, justice, power, oppression, transformation, community-building, humanization, authority, dialogue, agency, instructional ideology, social reproduction, standards, curriculum, culture, learning, thinking, questioning, literacy, assessment, and pedagogy are explored from critical perspectives and discussed as they are brought to bear on classroom teaching and learning in urban K-12 schools.
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