Education, by regarding the social and critical elements can be traced back to the 20th century. Critical pedagogy was started out of the need of reforming education in a way that it would acknowledge the influence of the present social and political elements in each and every educational context. Some critical theorists applied ideas in critical theories to education in the society....

This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forw...

Studies on language proficiency of foreign teachers have evoked considerable interest in recent decades. However, only mainstream core skills been propounded line with the framework conventional approaches that ignored critical perspectives. Although theory emanating from ideas Marx has produced pedagogy aims to enable individuals approach any subject or issue a socio-political perspective, its...

This article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. focused on how critical intercultural language pedagogy impacts and what methods of performative teaching drama practitioners employ the English as an Additional Language (EAL) class through engaging aspects Youth Participatory Action Research methodology (YPAR) taking Mantle Expert approa...

the application of critical pedagogy in educational contexts has received adequate research attention over the last decades. the main focus of this strand of research has, however, been on raising awareness of the educators. nevertheless, little is known about the consequences of the violation of critical pedagogy principles from efl teacher trainers’ perspectives. to begin to address this gap ...

critical pedagogy (cp), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. this study probed the discourse architecture of efl classrooms in iran. specifically, it aimed to explore to what extent iranian efl classrooms have stepped away from the teacher-dom...