Infusing Critical Pedagogy in Graduate Courses - Lessons from Teacher Education Programs-Strategies that Work and Sometimes Don't

Authors

  • Ilham Nasser College of Education and Human Development, Graduate School of Education
  • Shelley Wong College of Education and Human Development, Graduate School of Education
  • Jenice View College of Education and Human Development, Graduate School of Education

DOI:

https://doi.org/10.13021/G8NS4Z

Keywords:

critical thinking, graduate students, student reflection

Abstract

This presentation focuses on successes and challenges in teaching critical

pedagogy to enhance critical thinking in graduate coursework, using a framework

inspired by the work of Paulo Freire (1970/2010) and his definition of critical

pedagogy that necessitates praxisââ¬âa continual spiral of reflection, action, and

theoryââ¬âtoward an analysis of power and ultimately toward liberation from abuses

of power.

Published

2013-09-18

Issue

Vol. 5 (2013): Transformational Learning Campuswide: Insights to Enhance Student Engagement

Section

2:45pm-3:25pm Mini-Workshops, Panels, & Roundtables