BibTex RIS Kaynak Göster

Critical Pedagogy and Materials Development; Content Selection and Gradation

Yıl 2015, Cilt: 10 Sayı: 1 - Cilt 10, Sayı 1, 2015, 24 - 38, 19.05.2016

Ali Rahimi Ali Kushki Ehsan Ansaripour Ardeshir Maki

Öz

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

Anahtar Kelimeler

Critical pedagogy Content selection and gradation EFL learners Materials development

Kaynakça

  • 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.

Yıl 2015, Cilt: 10 Sayı: 1 - Cilt 10, Sayı 1, 2015, 24 - 38, 19.05.2016

Ali Rahimi Ali Kushki Ehsan Ansaripour Ardeshir Maki

Öz

Kaynakça

  • 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.

Yıl 2015, Cilt: 10 Sayı: 1 - Cilt 10, Sayı 1, 2015, 24 - 38, 19.05.2016

Ali Rahimi Ali Kushki Ehsan Ansaripour Ardeshir Maki

Öz

Kaynakça

  • 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.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA22MY87MS
Bölüm Makaleler
Yazarlar

Ali Rahimi Bu kişi benim

Ali Kushki Bu kişi benim

Ehsan Ansaripour Bu kişi benim

Ardeshir Maki Bu kişi benim

Yayımlanma Tarihi 19 Mayıs 2016
Yayımlandığı Sayı Yıl 2015 Cilt: 10 Sayı: 1 - Cilt 10, Sayı 1, 2015

Kaynak Göster

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. Mayıs 2016;10(1):24-38.
Chicago Rahimi, Ali, Ali Kushki, Ehsan Ansaripour, ve Ardeshir Maki. “Critical Pedagogy and Materials Development; Content Selection and Gradation”. Educational Policy Analysis And Strategic Research 10, sy. 1 (Mayıs 2016): 24-38.
EndNote Rahimi A, Kushki A, Ansaripour E, Maki A (01 Mayıs 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, ve A. Maki, “Critical Pedagogy and Materials Development; Content Selection and Gradation”, Educational Policy Analysis And Strategic Research, c. 10, sy. 1, ss. 24–38, 2016.
ISNAD Rahimi, Ali vd. “Critical Pedagogy and Materials Development; Content Selection and Gradation”. Educational Policy Analysis And Strategic Research 10/1 (Mayıs 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 vd. “Critical Pedagogy and Materials Development; Content Selection and Gradation”. Educational Policy Analysis And Strategic Research, c. 10, sy. 1, 2016, ss. 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.