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dc.contributor.advisorKeith, Novella Zett
dc.creatorCroll, Joshua Eric
dc.date.accessioned2020-10-21T14:27:13Z
dc.date.available2020-10-21T14:27:13Z
dc.date.issued2012
dc.identifier.other864885794
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1026
dc.description.abstractThis 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.extent189 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN 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.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectPedagogy
dc.subjectEducation
dc.subjectEducation, Secondary
dc.subjectCritical Pedagogy
dc.subjectInquiry-based Learning
dc.subjectLiberatory Education
dc.subjectPraxis
dc.subjectUrban Education
dc.subjectUrban Teaching
dc.titleCRITICAL PEDAGOGY IN URBAN SCHOOLING: A GUIDE FOR CLASSROOM PRAXIS
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberJordan, Will J.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1008
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.M.
refterms.dateFOA2020-10-21T14:27:13Z


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