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Critical Pedagogy and Materials Development; Content Selection and Gradation

Year 2015, Volume: 10 Issue: 1 - Volume 10, Issue 1, 2015, 24 - 38, 19.05.2016

Ali Rahimi Ali Kushki Ehsan Ansaripour Ardeshir Maki

Abstract

The study aimed at presenting how materials developers can design materials based on the tenets of Critical Pedagogy (CP). Having reviewed the literature on CP, the present study attempted to propose ideas for the selection and gradation phase of Materials Development in line with the tenets of CP. The distinguishing feature of the study was to exemplify a critical class with critical materials by drawing upon Freires’ Problem Posing, Generative Themes, and Concentric Circles concepts. Additionally, the study proposed Immediacy and Comparison to be employed as tools to select and gradate the content of critical materials

Keywords

Critical pedagogy Content selection and gradation EFL learners Materials development

References

  • Abedinia, A. (2009). Critical pedagogy: Historical development, philosophical principles, and politics. ILI Language Teaching Journal, 5, 33-53.
  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62, 276-283.
  • Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36, 5-18.
  • Atkinson, D. (2010). Between theory with a big T and practice with a small p: Why theory matters. In T. Silva & P. K. Matsuda (Eds.), Practicing theory in language writing (pp. 5- 18).
  • Benesch, S. (2010). Critical praxis as materials development: Responding to military recruitment on a U.S. campus. In N. Harwood (Ed.), English Language Teaching Materials (pp. 109- 128). Cambridge Language Education.
  • Benesch, S. 1993. ESL, ideology, and the politics of pragmatism. TESOL Quarterly, 27, 705-717.
  • Crookes, G. (2009). The practicality and relevance of second language critical pedagogy. Language teaching, 1-16. doi:10.1017/S0261444809990292.
  • Cummins, J. 1989. The sanitized curriculum: Educational disempowerment in a nation at risk. In D. M. Johnson, & D. H. Roen, (Eds.), Richness in writing: Empowering ESL students (pp. 19–38). White Plains, NY: Longman.
  • Eryaman, M. Y. (2006). Traveling beyond dangerous private and universal discourses: Radioactivity of radical hermeneutics and objectivism in educational research. Qualitative Inquiry, 12(6), 1198-1219.
  • Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post- foundational teacher education. International Journal of Progressive Education, 3(1), 87- 107.
  • Freire, P. (2005). Teachers as cultural workers. Boulder, CO: Westview Press.
  • Freire, P. (1998). Pedagogy of the heart. New York: Continuum.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Graves, K. (1996). A framework of course development processes. In K. Graves, Teachers as course developers (pp. 12-38) Cambridge University Press.
  • Giroux, H. A., Penna, A. N., & Pinar, W. F. (Eds.). (1981). Curriculum and instruction. Berkeley, CA: McCutchan.
  • Harwood, N. (2010). English Language Teaching Materials. Cambridge University press.
  • Kanpal, B. (1999). Critical Pedagogy: An Introduction. Greenwood Publishing Group.
  • Kincheloe, L., Hayes, K., Steinberg, S., & Tobin, K. (Eds.). (2011). Key works in critical pedagogy. Sense Publishers.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, Lawrence Erlbaum.
  • Kumaravadivelu, B. (2003). Beyond methods: Macro-strategies for language teaching. New Haven, CT: Yale University Press.
  • Macendo, D. (2000). Introduction. In P. Freire. Pedagogy of the oppressed (pp. 11-27). Continuum.
  • Macrine, Sh. L. (2009). Introduction. In Sh. L. Macrine (Ed.), Uncertain times: Hopes and possibilities (pp. 1-8).
  • McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
  • Monchinski, T. (2008). Critical Pedagogy and the Everyday Classroom. Springer.
  • Nation, P. & Macalister, J. (2010). Language Curriculum Design. Routledge.
  • Norton, B & Toohey, K. (2004). Critical pedagogies and language learning: An introduction. In B. Norton & K. Toohey (Eds.), critical pedagogies and language learning (pp. 1-17).
  • Nunan, D. 1998. Syllabus design. Oxford university press.
  • Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33, 329- 348.
  • Pennycook, A. (1990). Critical pedagogy and second language education. System, 18, 303-314.
  • Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23, 589-618.
  • Rashidi, N. & Safari, F. (2011). A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP). English Language Teaching, 4, 250-259.
  • Richards, J. C. (2010). Series editor’s preface. In N. Harwood (Ed.), English language teaching materials: theory and practice (pp. ix-xi). Cambridge: Cambridge University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.
  • Roberts, P. (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport, CT: Bergin & Garvey.
  • Ranson, S. (2000). Recognizing the Pedagogy of Voice in a learning Community. Educational Management and Administration, 28, 263-379.
  • Samuda, V. (2005). Expertise in pedagogic task design. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke: Palgrave Macmilan.
  • Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago, IL: University of Chicago Press Smyth, J. 2011. Critical Pedagogy for social justice. Continuum International Publishing Group.
  • Simon, R. (1992). Teaching against the Grain. New York: Bergin & Garvey.
  • Slattery, P. (2006). Curriculum development in the postmodern era (2nd ed.). Routledge.
  • Tomlinson, B. (2005). The Future for ELT Material in Asia. Electronic Journal of Foreign Language Journal, 2, 5-13.
  • Tomlinson, B. (2003). Humanizing the course book. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 162–173). London: Continuum.
  • Tomlinson, B. (1998). Materials development in language teaching: Introduction. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 1-25). Cambridge: Cambridge University Press.
  • Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.

Year 2015, Volume: 10 Issue: 1 - Volume 10, Issue 1, 2015, 24 - 38, 19.05.2016

Ali Rahimi Ali Kushki Ehsan Ansaripour Ardeshir Maki

Abstract

References

  • Abedinia, A. (2009). Critical pedagogy: Historical development, philosophical principles, and politics. ILI Language Teaching Journal, 5, 33-53.
  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62, 276-283.
  • Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36, 5-18.
  • Atkinson, D. (2010). Between theory with a big T and practice with a small p: Why theory matters. In T. Silva & P. K. Matsuda (Eds.), Practicing theory in language writing (pp. 5- 18).
  • Benesch, S. (2010). Critical praxis as materials development: Responding to military recruitment on a U.S. campus. In N. Harwood (Ed.), English Language Teaching Materials (pp. 109- 128). Cambridge Language Education.
  • Benesch, S. 1993. ESL, ideology, and the politics of pragmatism. TESOL Quarterly, 27, 705-717.
  • Crookes, G. (2009). The practicality and relevance of second language critical pedagogy. Language teaching, 1-16. doi:10.1017/S0261444809990292.
  • Cummins, J. 1989. The sanitized curriculum: Educational disempowerment in a nation at risk. In D. M. Johnson, & D. H. Roen, (Eds.), Richness in writing: Empowering ESL students (pp. 19–38). White Plains, NY: Longman.
  • Eryaman, M. Y. (2006). Traveling beyond dangerous private and universal discourses: Radioactivity of radical hermeneutics and objectivism in educational research. Qualitative Inquiry, 12(6), 1198-1219.
  • Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post- foundational teacher education. International Journal of Progressive Education, 3(1), 87- 107.
  • Freire, P. (2005). Teachers as cultural workers. Boulder, CO: Westview Press.
  • Freire, P. (1998). Pedagogy of the heart. New York: Continuum.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Graves, K. (1996). A framework of course development processes. In K. Graves, Teachers as course developers (pp. 12-38) Cambridge University Press.
  • Giroux, H. A., Penna, A. N., & Pinar, W. F. (Eds.). (1981). Curriculum and instruction. Berkeley, CA: McCutchan.
  • Harwood, N. (2010). English Language Teaching Materials. Cambridge University press.
  • Kanpal, B. (1999). Critical Pedagogy: An Introduction. Greenwood Publishing Group.
  • Kincheloe, L., Hayes, K., Steinberg, S., & Tobin, K. (Eds.). (2011). Key works in critical pedagogy. Sense Publishers.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, Lawrence Erlbaum.
  • Kumaravadivelu, B. (2003). Beyond methods: Macro-strategies for language teaching. New Haven, CT: Yale University Press.
  • Macendo, D. (2000). Introduction. In P. Freire. Pedagogy of the oppressed (pp. 11-27). Continuum.
  • Macrine, Sh. L. (2009). Introduction. In Sh. L. Macrine (Ed.), Uncertain times: Hopes and possibilities (pp. 1-8).
  • McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
  • Monchinski, T. (2008). Critical Pedagogy and the Everyday Classroom. Springer.
  • Nation, P. & Macalister, J. (2010). Language Curriculum Design. Routledge.
  • Norton, B & Toohey, K. (2004). Critical pedagogies and language learning: An introduction. In B. Norton & K. Toohey (Eds.), critical pedagogies and language learning (pp. 1-17).
  • Nunan, D. 1998. Syllabus design. Oxford university press.
  • Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33, 329- 348.
  • Pennycook, A. (1990). Critical pedagogy and second language education. System, 18, 303-314.
  • Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23, 589-618.
  • Rashidi, N. & Safari, F. (2011). A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP). English Language Teaching, 4, 250-259.
  • Richards, J. C. (2010). Series editor’s preface. In N. Harwood (Ed.), English language teaching materials: theory and practice (pp. ix-xi). Cambridge: Cambridge University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.
  • Roberts, P. (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport, CT: Bergin & Garvey.
  • Ranson, S. (2000). Recognizing the Pedagogy of Voice in a learning Community. Educational Management and Administration, 28, 263-379.
  • Samuda, V. (2005). Expertise in pedagogic task design. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke: Palgrave Macmilan.
  • Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago, IL: University of Chicago Press Smyth, J. 2011. Critical Pedagogy for social justice. Continuum International Publishing Group.
  • Simon, R. (1992). Teaching against the Grain. New York: Bergin & Garvey.
  • Slattery, P. (2006). Curriculum development in the postmodern era (2nd ed.). Routledge.
  • Tomlinson, B. (2005). The Future for ELT Material in Asia. Electronic Journal of Foreign Language Journal, 2, 5-13.
  • Tomlinson, B. (2003). Humanizing the course book. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 162–173). London: Continuum.
  • Tomlinson, B. (1998). Materials development in language teaching: Introduction. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 1-25). Cambridge: Cambridge University Press.
  • Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.

Year 2015, Volume: 10 Issue: 1 - Volume 10, Issue 1, 2015, 24 - 38, 19.05.2016

Ali Rahimi Ali Kushki Ehsan Ansaripour Ardeshir Maki

Abstract

References

  • Abedinia, A. (2009). Critical pedagogy: Historical development, philosophical principles, and politics. ILI Language Teaching Journal, 5, 33-53.
  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62, 276-283.
  • Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36, 5-18.
  • Atkinson, D. (2010). Between theory with a big T and practice with a small p: Why theory matters. In T. Silva & P. K. Matsuda (Eds.), Practicing theory in language writing (pp. 5- 18).
  • Benesch, S. (2010). Critical praxis as materials development: Responding to military recruitment on a U.S. campus. In N. Harwood (Ed.), English Language Teaching Materials (pp. 109- 128). Cambridge Language Education.
  • Benesch, S. 1993. ESL, ideology, and the politics of pragmatism. TESOL Quarterly, 27, 705-717.
  • Crookes, G. (2009). The practicality and relevance of second language critical pedagogy. Language teaching, 1-16. doi:10.1017/S0261444809990292.
  • Cummins, J. 1989. The sanitized curriculum: Educational disempowerment in a nation at risk. In D. M. Johnson, & D. H. Roen, (Eds.), Richness in writing: Empowering ESL students (pp. 19–38). White Plains, NY: Longman.
  • Eryaman, M. Y. (2006). Traveling beyond dangerous private and universal discourses: Radioactivity of radical hermeneutics and objectivism in educational research. Qualitative Inquiry, 12(6), 1198-1219.
  • Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post- foundational teacher education. International Journal of Progressive Education, 3(1), 87- 107.
  • Freire, P. (2005). Teachers as cultural workers. Boulder, CO: Westview Press.
  • Freire, P. (1998). Pedagogy of the heart. New York: Continuum.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Graves, K. (1996). A framework of course development processes. In K. Graves, Teachers as course developers (pp. 12-38) Cambridge University Press.
  • Giroux, H. A., Penna, A. N., & Pinar, W. F. (Eds.). (1981). Curriculum and instruction. Berkeley, CA: McCutchan.
  • Harwood, N. (2010). English Language Teaching Materials. Cambridge University press.
  • Kanpal, B. (1999). Critical Pedagogy: An Introduction. Greenwood Publishing Group.
  • Kincheloe, L., Hayes, K., Steinberg, S., & Tobin, K. (Eds.). (2011). Key works in critical pedagogy. Sense Publishers.
  • Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, Lawrence Erlbaum.
  • Kumaravadivelu, B. (2003). Beyond methods: Macro-strategies for language teaching. New Haven, CT: Yale University Press.
  • Macendo, D. (2000). Introduction. In P. Freire. Pedagogy of the oppressed (pp. 11-27). Continuum.
  • Macrine, Sh. L. (2009). Introduction. In Sh. L. Macrine (Ed.), Uncertain times: Hopes and possibilities (pp. 1-8).
  • McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman.
  • Monchinski, T. (2008). Critical Pedagogy and the Everyday Classroom. Springer.
  • Nation, P. & Macalister, J. (2010). Language Curriculum Design. Routledge.
  • Norton, B & Toohey, K. (2004). Critical pedagogies and language learning: An introduction. In B. Norton & K. Toohey (Eds.), critical pedagogies and language learning (pp. 1-17).
  • Nunan, D. 1998. Syllabus design. Oxford university press.
  • Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah, NJ: Lawrence Erlbaum.
  • Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33, 329- 348.
  • Pennycook, A. (1990). Critical pedagogy and second language education. System, 18, 303-314.
  • Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23, 589-618.
  • Rashidi, N. & Safari, F. (2011). A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP). English Language Teaching, 4, 250-259.
  • Richards, J. C. (2010). Series editor’s preface. In N. Harwood (Ed.), English language teaching materials: theory and practice (pp. ix-xi). Cambridge: Cambridge University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.
  • Roberts, P. (2000). Education, literacy, and humanization: Exploring the work of Paulo Freire. Westport, CT: Bergin & Garvey.
  • Ranson, S. (2000). Recognizing the Pedagogy of Voice in a learning Community. Educational Management and Administration, 28, 263-379.
  • Samuda, V. (2005). Expertise in pedagogic task design. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 230-254). Basingstoke: Palgrave Macmilan.
  • Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago, IL: University of Chicago Press Smyth, J. 2011. Critical Pedagogy for social justice. Continuum International Publishing Group.
  • Simon, R. (1992). Teaching against the Grain. New York: Bergin & Garvey.
  • Slattery, P. (2006). Curriculum development in the postmodern era (2nd ed.). Routledge.
  • Tomlinson, B. (2005). The Future for ELT Material in Asia. Electronic Journal of Foreign Language Journal, 2, 5-13.
  • Tomlinson, B. (2003). Humanizing the course book. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 162–173). London: Continuum.
  • Tomlinson, B. (1998). Materials development in language teaching: Introduction. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 1-25). Cambridge: Cambridge University Press.
  • Yalden, J. (1987). Principles of course design for language teaching. Cambridge: Cambridge University Press.
There are 44 citations in total.

Details

Other ID JA22MY87MS
Journal Section Articles
Authors

Ali Rahimi This is me

Ali Kushki This is me

Ehsan Ansaripour This is me

Ardeshir Maki This is me

Publication Date May 19, 2016
Published in Issue Year 2015 Volume: 10 Issue: 1 - Volume 10, Issue 1, 2015

Cite

APA Rahimi, A., Kushki, A., Ansaripour, E., Maki, A. (2016). Critical Pedagogy and Materials Development; Content Selection and Gradation. Educational Policy Analysis And Strategic Research, 10(1), 24-38.
AMA Rahimi A, Kushki A, Ansaripour E, Maki A. Critical Pedagogy and Materials Development; Content Selection and Gradation. Educational Policy Analysis And Strategic Research. May 2016;10(1):24-38.
Chicago Rahimi, Ali, Ali Kushki, Ehsan Ansaripour, and Ardeshir Maki. “Critical Pedagogy and Materials Development; Content Selection and Gradation”. Educational Policy Analysis And Strategic Research 10, no. 1 (May 2016): 24-38.
EndNote Rahimi A, Kushki A, Ansaripour E, Maki A (May 1, 2016) Critical Pedagogy and Materials Development; Content Selection and Gradation. Educational Policy Analysis And Strategic Research 10 1 24–38.
IEEE A. Rahimi, A. Kushki, E. Ansaripour, and A. Maki, “Critical Pedagogy and Materials Development; Content Selection and Gradation”, Educational Policy Analysis And Strategic Research, vol. 10, no. 1, pp. 24–38, 2016.
ISNAD Rahimi, Ali et al. “Critical Pedagogy and Materials Development; Content Selection and Gradation”. Educational Policy Analysis And Strategic Research 10/1 (May 2016), 24-38.
JAMA Rahimi A, Kushki A, Ansaripour E, Maki A. Critical Pedagogy and Materials Development; Content Selection and Gradation. Educational Policy Analysis And Strategic Research. 2016;10:24–38.
MLA Rahimi, Ali et al. “Critical Pedagogy and Materials Development; Content Selection and Gradation”. Educational Policy Analysis And Strategic Research, vol. 10, no. 1, 2016, pp. 24-38.
Vancouver Rahimi A, Kushki A, Ansaripour E, Maki A. Critical Pedagogy and Materials Development; Content Selection and Gradation. Educational Policy Analysis And Strategic Research. 2016;10(1):24-38.