New Proving Critical Pedagogy

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Nov 24, 2024

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Literature Review For the research by Celuch et al. (2010), the researchers gathered data from a sample of 226 marketing students who were enrolled in both classes in which critical thinking was consistently and explicitly explored. There were critical thinking classes and non-critical thinking classes that acted as control classes. The data was gathered through the use of self- report questionnaire which assesses skill beliefs, self-efficacy, and critical thinking self-identity. The research questions explored were: does self-efficacy mediate the relationship that exists between student self-identity and skill beliefs as a critical thinker? And, does critical thinking self-efficacy differ between learners enrolled in classes where critical thinking is consistently and explicitly addresses as well as those addressed in control classes? The researches employed structured equation modelling in testing their hypothesis. The results of the analysis demonstrated that self-efficacy mediated the relationship between self-identity, critical thinking and skill beliefs. This, therefore, pointed to the fact that self-efficacy played a central role in the relationship between the self-beliefs that students had concerning their critical thinking skills and their sense of themselves as critical thinkers. The study findings were significant in marketing educators. The researchers argued that marketing educators should concentrate on developing self-efficacy, critical thinking, self-identity, and skill beliefs of students. This can be achieved by giving students opportunities which they can explore in order to develop their critical thinking skills, by creating a supportive learning environment and by giving them positive feedback. In the journal by Brooks (2016), he examines the manner in which resistance and power are manifested in college classroom discussions. She uses an approach known as critical discourse analysis in order to analyze classroom transcripts from one college course, noting down patterns in manner in which students and the instructor interact. The research question is:

how are power, ritual, role, and resistance manifested in college classroom talk? She finds the instructor’s discourse is typically both authoritative and directive, whereas students’ discourse is typically passive and responsive. She then argues that this portrays the power dynamics which are at play in classroom settings, whereby the instructor is occupying an authoritative position over the learners. She further identifies some ways in which the learners resist the authority of the instructor, such as posing questions that challenge the assumptions made by the instructor. She then argues that such acts of resistances tend to assist in disrupting the power dynamics within the classroom, creating a more open and equitable learning environment. This research has several implications for college educators. Firstly, it creates awareness in the manner in which resistance and power play out in classroom setting. She argues that this kind of awareness can assist educators to be more mindful of both their behavior and language, and to create a more equitable and inclusive learning environment. Secondly, she argues that educators can advance student learning by encouraging learners to question and challenge their authority. Finally, educators can model their critical thinking by questioning their assumptions and also by being receptive to alternative perspectives. . In the article by Abdollahzadeh and Narafshan (2016), they investigate the effect of critical pedagogy on learners’ motivation English as Fist Language learners in Iran. They sampled 54 learners and assigned them to either control group or critical pedagogy group. The critical pedagogy group got instructions which were based on critical pedagogy principles, whereas the control group got the traditional EFL instructions. The research questions were: how do Iranian EFL students perceive critical pedagogy? And, what is the effect of critical pedagogy on the motivation of EFL learners? The researchers employed a post-test and pre-test design to assess the change in learners’ motivation over a duration. The students completed a motivation

questionnaire at the start of the study and also at the end of the study. The study outcomes revealed that critical pedagogy can have a positive effect on the motivation of Iranian EFL students. The learners in the critical pedagogy group demonstrated a considerable increase in their motivation during the study, whereas those in the control group did not show any considerable change in their motivation. The study findings can be implemented by employing critical pedagogy in EFL classroom, and using it to teach learners about social justice issues. This can help them develop critical thinking skills, which in turn would boost both engagement and motivation in learning. The study findings can be proven by carrying out additional research on the effect of critical pedagogy on the motivation of EFL students. For instance, the researchers could carry out longitudinal research that track the advancement of motivation over time. In the journal by Burgess et al. (2021), the research questions focused on the efficacy of making use of critical race pedagogy as a framework for anti-racist programming that is aimed at fostering critical consciousness among young people. The objective of the study was to investigate whether integrating this kind of pedagogy within school counseling could potentially increase both critical understanding and awareness of racial issues among learners. The researchers used mixed method approach to collect their findings. They administered surveys, carried out interviews, and also observed how anti-racist programming was implemented in school settings. Through the aforementioned methods, they collected qualitative data on the perceptions and experiences of learners, and changes in critical consciousness. The implementation involved the integration of the principles of critical race pedagogy into educational practices, such as discussions, curriculum, and activities that focuses on addressing racial disparities and boosting dialogue on racism. The effectiveness of this approach was

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evaluated by conducting an analysis of the collected qualitative data, gathering evidence of increased critical consciousness among learners in relation to issues of racism and race. In the article by Bajaj (2022), the research questions that the author sought to answer were: how do teachers and administrators at Pear Tree Community School (PTCS) decolonize their primary classroom curriculum? And, how do TCS administrators and teachers center the lived experiences and histories of communities of color in their decolonized curricula? Bajaj (2020) carried out a multi-year case study of PTCS, a small school in Oakland that majorly focused on social justice. The school mainly served African American, indigenous, and also other students of color. The data was collected through interviews, observation, and focus groups with both administrators and teachers. The author gives tangible examples of decolonial approaches within the classroom curricula and at school level. For instance, the school teaches about culture and history of Black, Indigenous and other students of color communities (BIOSOC) in every subject area. In addition, teachers also employ culturally responsive pedagogy and other strategies in order to affirm the experiences and identities of Black, Indigenous and other students of color communities. Finally, Bajaj (2022) argues that the decolonized curriculum at PTCS has a positive effect on BIOSOC students. For example, learners develop critical understanding of racism as well as other forms of oppression. Additionally, they develop an in- depth sense of pride in both their communities and identities. The research questions that Fellner (2018) tries to answer are: how can indigenous experiences and research be used to inform indigenizing and decolonizing pedagogy and curriculum? And, what is an embodies approach to decoloniality in community psychology and allied fields? Fellner (2018) draws on her own indigenous experiences and research, and also the works of other indigenous scholars in order to formulate a framework for embodied

decoloniality. She provides a number of examples of how embodied decoloniality can be executed in both pedagogy and curriculum. For instance, she suggests that teachers can deconstruct colonial narratives, incorporate indigenous knowledge, highlight the significance of good relationships and love, and employ community-based transformations and processes. Additionally, she argues that embodied decoloniality can assist in creating a more equitable and inclusive environments for both indigenous learners and all learners. Also, it can help in promoting healing and social justice. The journal by Coles-Ritchie et al. (2022) focused on two research questions: what are the benefits of critical community-engaged courses for both community partners and students? And, how can critical pedagogies and feminists be used to create reciprocal community engagement that provides a space for learning at both community and college sites? The authors carried out a single-case, qualitative study of a community engagement project between learners in a psychology course and youths a juvenile justice center (JJS). They gathered data through interviews, observations, and focus groups with faculty, community partners, and students. They described the specific pedagogical elements of the community engagement projects, such as empowerment, dialogue, and critical reflection. They provided evidence of the advantages of critical community-engaged courses for both community partners and learners. For instance, learners reported that the course assisted them to build an in-depth understanding of social justice issues and to further sharpen their skills in communication, leadership, and critical thinking. On the other hand, the community partners reported that the course helped their youth participants to develop relationships with college students, learn new skills, and boost their self-confidence. Godwin et al. (2022) aim to investigate how instructional framework can empower indigenous identity. The questions inquire the effect of culturally responsive teaching

methodologies as well as curricular approaches on the sense of identity and self of indigenous learners. They identify six areas to frame indigenous studies in the classroom: partnership, power, political nationhood, perspectives, and presence, and place. The framework further gives practices for how to support and empower indigenous presence and voices in modern classrooms. By including such practices, educators can assist in supporting development of identity in their indigenous learners, giving a pathway for cultivating a sense of correctness and cordial relationships. Mixed methods were used in collecting the findings, including quantitative and qualitative data. Qualitative data included surveys with Likert-scale to measure changes in self-esteem and self-identity. On the other hand, qualitative data was collected using surveys, observations, and interviews within educational settings, aimed at gathering insights into the experiences and perspectives of indigenous learners. The implementation involved development and implementation of instructional frameworks that integrate histories, individual perspectives, and cultural elements into the curriculum. The effectiveness of these frameworks can be done through qualitative analysis of narratives from students, pre-and-post intervention assessments, and surveys. Kim and Slapac (2015) aim to answer two research questions: how can educators develop and implement transformative and culturally responsive pedagogy in the classroom? And, what are the opportunities and challenges of culturally responsive and transformative pedagogy in the transnational era? Kim and Slapac (2015) carried out a literature review of research on transformative and culturally responsive pedagogy and the transnational era. In addition, they drew on their own experiences as researchers and educators. They provided a few recommendations for educators on how to formulate and execute transformative and culturally responsive pedagogy in the classrooms. The recommendations included: using culturally

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responsive materials and curriculum, building relationships with families and students, creative an inclusive and welcoming learning environment, empowering students to be advocates of social justice and to be critical thinkers, and teaching students about their own cultures and others’ cultures. The authors also argue that transformative and culturally responsive pedagogy is critical for all learners in this transnational era since it can assist students to understand and appreciate the diversity of others, to develop a sense of their own identities, and to work for a more equitable and just society. Gomez and Cammarota (2021) carried out a qualitative study of 12 Mexican American youth who were undertaking a course in Mexican American Studies in high school. The data was collected through classroom observation, focus groups, and interviews. The research questions were: how do Mexican American youth develop their social justice orientation during and after taking a Mexican American Studies course? And, what critical consciousness practices emerge from Mexican American youth as they learn about and engage with social justice issues? The results of the study demonstrated that the Mexican American Studies course played a central role in assisting Mexican American youth to develop their orientation in social justice. The course gave the students opportunities to: take part in social justice activism, develop problem-solving and critical thinking skills, explore social justice issues that are relevant to Mexican Americans, and learn about the culture and history of Mexican Americans. The findings were supported by the data collected. For instance, in one interview, a students stated that the course assisted him to see the world differently, helping him to see sexism and racism as systematic problems and not just individual problems. Özaydınlık and Sağlık (2021) in their study focused on answering two important questions: what factors influence teachers’ approaches to critical pedagogy? And, what are

teachers’ approaches to the principles of critical pedagogy? They used a mixed-method approach in data collection. In the qualitative phase, they interviewed 16 teachers whereas in the quantitative phase, they surveyed 378 teachers from different educational levels within Turkey. They established that the approaches that teachers have to critical pedagogy varied. There were some teachers who were more predisposed to practice principles of critical pedagogy, such as critical thinking and student-centered learning. on the other hand, some teachers were more predisposed to use the traditional approach that is teacher-centered. Furthermore, they established that the teachers’ approach to critical pedagogy were influenced by an array of factors, such as their school culture, educational experiences, and broader social and political context. The findings were supported by the collected data. For instance, in an interview, a teacher stated that she believed that education ought to be transformative, and that learners should think critically and question the status quo. Lopez and Ortiz (2019) sought to find answers to the following research questions: how does a summer program for Latino and Chicanao high school youth promote transformative learning? And, what are the major features of the program that contribute to its success? They conducted a qualitative case study of a summer program for Latino and Chicanao high school youths based in Colorado. They gathered data through interviews, observations, and focus groups of staff, parents, and learners. From the case study, they discovered that there were a number of ways through which the summer program promoted transformative learning: the program empowered the students to actively participate in social change, provided students with avenues to learn about and take part in social justice matters, and created a supportive and safe environment where learners could explore their identities and further advance their critical consciousness. Moreover, Lopez and Ortiz (2019) identified some key features of the program

that can significantly contribute to its success. They include: student empowerment, community building, social justice education, and a focus on critical consciousness and identity. The findings were supported by the data collected during the case study. The objective of Morrison and Robbins (2008) was to find and report empirical descriptions of the actions of teachers in the classroom as illustrative and tangible examples of culturally relevant approaches to learning. They employed the theoretical framework of Ladson- Billings’ (1995) to organize their findings since it was accessible and simple for teachers at every level of competency. The researchers investigate how teachers can effectively implement and apply culturally relevant pedagogical techniques to boost student engagement and learning. The study findings were based on a synthesis of classroom-based research, which was an in-depth literature review of empirical research ad existing studies. They analyzed various teacher strategies, classroom practices, and student outcomes associated with culturally relevant pedagogy. Implementation of the findings involved providing recommendations and guidelines for teachers to integrate culturally relevant pedagogy into the teaching practices. Additionally, proving the effectiveness of these pedagogical approaches involved evaluating changes in student achievement, engagement, and cultural competence as a result of implementing the strategies suggested. The authors posit that when effectively operationalized, culturally relevant pedagogy can lead to improved educational excellence and equity.

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References Celuch, K., Kozlenkova, I., & Black, G. (2010). An exploration of self-efficacy as a mediator of skill beliefs and student self-identity as a critical thinker. Marketing Education Review , 20 (3), 255-264. Brooks, C. F. (2016). Role, power, ritual, and resistance: A critical discourse analysis of college classroom talk. Western Journal of Communication , 80 (3), 348-369. Abdollahzadeh, H., & Narafshan, M. H. (2016). The practicality of critical pedagogy: A case study of Iranian EFL learners’ motivation. Studies in English Language Teaching , 4 (2), 196-207 Burgess, D., Prescod, D. J., Bryan, J., & Chatters, S. (2021). Raising Youth Critical Consciousness: Exploring Critical Race Pedagogy as a Framework for Anti-Racist Programming. Journal of School Counseling , 19 (34), n34. Bajaj, M. (2022). Decolonial Approaches to School Curriculum for Black, Indigenous and Other Students of Colour. London Review of Education , 20 (1), 5. Fellner, K. D. (2018). Embodying decoloniality: Indigenizing curriculum and pedagogy. American journal of community psychology , 62 (3-4), 283-293. Coles-Ritchie, M., Power, C. A., Farrell, C., & Valerio, M. (2022). Pedagogy matters: A framework for critical community-engaged courses in higher education. Gateways: International Journal of Community Research and Engagement , 15 (1), 1-16. Godwin, A., Abela, J., & Rice, K. (2022). Empowering Indigenous Identity Through Instructional Frameworks. Delta Kappa Gamma Bulletin , 89 (1).

Kim, S., & Slapac, A. (2015). Culturally responsive, transformative pedagogy in the transnational era: Critical perspectives. Educational studies , 51 (1), 17-27. Gómez, R. F., & Cammarota, J. (2021). Taking the teachers to school! Critical consciousness emerging: A qualitative exploration of Mexican American youth’s social justice orientation development. The Urban Review , 1-28. Özaydınlık, K., & Sağlık, M. A. (2021). Teachers’ approaches to the principles of critical pedagogy: A mixed-method study. Lopez, E. J., & Ortiz, J. (2019). Promoting transformative learning for Chicana/o and Latina/o high school youth. Journal of Latinos and Education . Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education , 41 (4), 433-452.

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