CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS
dc.contributor.advisor | Keith, Novella Zett | |
dc.creator | Croll, Joshua Eric | |
dc.date.accessioned | 2020-10-21T14:27:13Z | |
dc.date.available | 2020-10-21T14:27:13Z | |
dc.date.issued | 2012 | |
dc.identifier.other | 864885794 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12613/1026 | |
dc.description.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. | |
dc.format.extent | 189 pages | |
dc.language.iso | eng | |
dc.publisher | Temple University. Libraries | |
dc.relation.ispartof | Theses and Dissertations | |
dc.rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available. | |
dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | |
dc.subject | Pedagogy | |
dc.subject | Education | |
dc.subject | Education, Secondary | |
dc.subject | Critical Pedagogy | |
dc.subject | Inquiry-based Learning | |
dc.subject | Liberatory Education | |
dc.subject | Praxis | |
dc.subject | Urban Education | |
dc.subject | Urban Teaching | |
dc.title | CRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS | |
dc.type | Text | |
dc.type.genre | Thesis/Dissertation | |
dc.contributor.committeemember | Jordan, Will J. | |
dc.description.department | Urban Education | |
dc.relation.doi | http://dx.doi.org/10.34944/dspace/1008 | |
dc.ada.note | For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu | |
dc.description.degree | Ed.M. | |
refterms.dateFOA | 2020-10-21T14:27:13Z |