Thesis advisor: Sharlene Hesse-Biber / Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation of a set of theoretical and methodological skills. It is simultaneously a teaching strategy, an epistemological framework, and an educational reform movement. This research takes the form of multi-methodological case studies of service-learning classrooms and service-learning partnerships, examining the translation of feminist pedagogy to the service-learning experience. The voices of students, faculty, pioneers, administrators, and community partners articulate the common and uncommon struggles of teaching a new generation of students to learn and serve in agencies while simultaneously recognizing their own capacity for agency. This work provides evidence that applying feminist pedagogical principles to service-learning initiatives creates more meaningful transformations for our students, faculty, and communities. The interdependent Feminist Service-Learning Process posited here is an innovative framework for moving our students across the civic borders necessary for community engagement. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

The connection between educational technology and critical pedagogy has not been greatly explored. This yearlong research study was conducted with pre-service teachers as they progressed through a teacher licensure program. Data collection included the use of focus groups, individual interviews and participant journals. In addition, this study explored the personal and technology identity of the participants. The results led to a greater understanding of how pre-service teachers view the connection between educational technology and critical pedagogy. / 10000-01-01

This study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and culture allowing the personal to become valid data. ... This narrative illustrated the complexity of the emotional context and illustrated how school leadership discourse could turn the dialogue away from an economic and back to a teaching and learning relationship. The narrative aimed to give rise to a counter narrative, but found that the site of the high school reading department was currently too confused, too complex and too contradictory to establish any meaningful conclusions for its future that are not underpinned by extensive reforms designed to end its isolation. / by Mary Webster. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

O principal objetivo dessa pesquisa é investigar a leitura de imagens pelo aluno universitário. Essa análise se deu nas aulas de inglês em dois ambientes universitários: uma universidade privada e uma pública ambas do Estado de São Paulo. A importância dos estudos da leitura através da imagem fílmica se dá pelo fato de influenciarem a realidade social. Vimos que esses estudos poderiam se inserir nos novos letramentos, ou seja, numa postura em relação ao educar onde interesses educacionais se engajem pela mudança social, diversidade cultural, igualdade econômica e direito político (Luke & Freedbody 1997:1). Esses estudos foram influenciados pelas teorias Freire que é reconhecido como um dos fundadores da pedagogia crítica. Similarmente importante foram os estudos da filosofia da linguagem que compuseram os estudos base dessa pesquisa e nos permitiram maior entendimento para análise e interpretação dos dados coletados. Alguns teóricos fundamentais para esse embasamento foram Derrida, Foucault, Bakhtin, Bourdieu, Giroux, Luke, Morin, entre outros. A primeira etapa consiste em analisar os discursos dos professores e dos alunos no que diz respeito ao que entendem por leitura. Através dos discursos analisados, discutimos também suas visões de pedagogia e letramento. A segunda etapa busca localizar processos de ruptura através de leituras que revelam construções de sentidos pelos alunos. A terceira e última etapa foca os estudos das imagens pelos alunos e professores através de suas visões do que esses estudos possam representar. Para a investigação e análise dos eventos, realizamos uma pesquisa de cunho etnográfico, ou seja, utilizamos algumas das premissas da pesquisa etnográfica, não seguindo, entretanto, estritamente seus métodos de pesquisa. As conclusões parciais revelam que em ambas as universidades há ainda 1. uma necessidade de rever a educação dentro dos novos conceitos de letramentos e pedagogia crítica. 2. que em ambas as universidades (mormente na uniA) ainda predominam paradigmas positivistas no ensino de leitura, 3. alunos e professores revelam, em muitos momentos, uma tendência a um reprodutivismo (Bourdieu 1982) e críticoreprodutivismo (Saviani 1990) 4. em outros momentos, alunos e professores buscaram ao longo dos cursos processos de ruptura através de construções de sentidos / The main objective of this study is to investigate the reading of images by the university student. This analysis took place in the English classes in two universities, a private and a public university of the state of São Paulo. The importance of the studies of reading of film imagens comes by their influence regarding social reality. We perceived that these studies could be inserted in education literacy studies, so to speak in an educational posture where interests are committed to social change, cultural diversity, economic equity and political enfranchisement (Luke & Freedbody 1997:1). Such literacy studies were initiated by Freirean theories. Freire is recognized as one of the founders of critical pedagogy. Similarly important were the studies on the philosophy of language which compounded the basis of this research. They also provided more comprehension for the analysis and interpretation of the data. Some theoreticians were fundamental provided that they contributed enourmously for the thoretical framework of this research: Derrida, Foucault, Bakhtin, Bourdieu, Giroux, Luke, Morin, among others. The first chapter consists in analysing the discourses of teachers and students regarding their comprehension of reading. Through the analysed discourses, we also debate their views of pedagogy and literacy. The second part analyzes the processes of rupture provided through students´ meaning making. The last chapter focuses on the reading of images by teachers and students through their representations of what reading images could be. For the investigation and analysis of events, an ethnographic research is applied which means that some of the premises of the ethnographic research are respected and some others are not utilized. The partial conclusions reveal that both universities 1. call for a re-evaluation of an education within new concepts such as literacies and critical pedagogy 2. that in both universities positivistic paradigms prevail when reading practices are concerned 3. students and teachers often tend to reproductivism (Bourdieu 1982) in a criticalreproductivism (Saviani 1990) 4. throughout the courses some other circumstances revealed that teachers and students searched for processes of rupture through meaning making

O ensino de geografia permite desenvolver habilidades para analisar a realidade espacial a partir do estudo das dinâmicas e contradições que contém na sua constante relação com a sociedade, permitindo assim, uma compreensão crítica do mundo. A riqueza que envolve esta disciplina diminui no cotidiano das escolas, na qual predomina uma visão estática do espaço geográfico e das práticas pedagógicas sustentadas no tradicionalismo. Nessa perspectiva surge a necessidade de refletir sobre uma proposta didática que baseada na educação crítica convide os docentes a desenvolver novas estratégias de ensino que lhes permitam trabalhar visando à construção de aprendizagens significativas. Considerando esse objetivo e as contribuições da metodologia conhecida como Pesquisa-Ação, se convida um grupo de professores da região da Araucanía do Chile a ser parte de um processo reflexivo que tem a intenção de enriquecer as práticas docentes através da construção de sequências didáticas para serem aplicadas na escola. O trabalho de campo se realizou em oficinas que permitiram desenvolver um processo de reflexão em torno da própria prática educativa dos docentes, onde foi possível levantar algumas considerações sobre as percepções que eles tenham em função do ensino de geografia e da educação em geral. Essas considerações permitiram organizar o trabalho com os elementos que eram necessários incluir e melhorar visando o desenvolvimento de planejamentos de aula com base na teoria crítica. No final, os professores elaboraram sequências didáticas que aplicaram em sala de aula e que evidenciaram as possibilidades que tem de realizar uma prática educativa que se afasta o enfoque tradicional de ensino. Os resultados obtidos desse processo permitiram estabelecer considerações relevantes para o trabalho com professores no âmbito da formação continuada e dos alcances para incorporar práticas pedagógicas sustentadas na teoria crítica. / Geographical education allows to develop skills for analyze the spatial reality through the study of the dynamics and contradictions that it contains in its constant relationship with human groups, thus enabling a critical understanding of the world. However, the wealth that involves this subject is blurred in everyday action schools, in where dominate a static view of geographical space and the teaching practices grounded in traditionalism. From this perspective, it arises the need to reflect on a didactic proposal that, based to critical education, it invite teachers to develop new teaching strategies that enable them to work towards the construction of meaningful learning. Considering this objective and contributions of the Action Research methodology, were invited a group of teachers from the Araucanía Region of Chile to be part of a reflective process in order to enrich their teaching through the construction of didactic sequences for apply in school. The fieldwork was conducted through workshops that allowed develop a process of reflection over own educational practice of teachers, in where was possible to raise some considerations over perceptions that the teachers about teaching of geography and education in general. These considerations made possible to organize a work about the elements that were necessary to include and improve in classroom to develop plans based on critical theory. Finally, teachers designed the didactic sequences for applied in class, and realized the possibilities they had for carrying out an educational practice to displace the traditional approach to teaching. The analysis obtained in this process allowed obtaining relevant considerations for the work with teachers in the field of continuous training, and important scopes to incorporate teaching practices grounded in critical theory.

Esta pesquisa argumentativo-narrativa propõe-se a investigar a construção do multiculturalismo como conceito no Brasil, especialmente no contexto das propostas de diversidade, como tema contido nas propostas de currículo nacional (Parâmetros Curriculares Nacionais), no contexto do ensino de Língua Estrangeira. O ensino de línguas no Brasil é permeado por uma pedagogia tecnicista, em que o conceito de diversidade é vinculado à multiplicidade de experiências culturais, dissociado do conflito cultural, garantidor de tolerância e consenso. A Pedagogia Crítica, ao propor uma abordagem dialética de cultura, como fenômeno social em processo, e a educação/o currículo como uma forma de política cultural, possibilita uma crítica do currículo, da escola, e das propostas educacionais brasileiras, e reconhece tais espaços como interceptados por interesses particulares, posições macropolíticas específicas e narrativas mestras identificadas com um discurso neoliberal, que formatam nossas subjetividades e as práticas culturais que nos governam. Esta pesquisa, defendendo uma abordagem multicultural crítica, investiga um conceito de diversidade que reconheça o poder da diferença, que questione e desafie as estruturas de poder dominantes, que mascaram a desigualdade. Em especial esta pesquisa examina propostas alternativas de hibridização cultural no currículo, sob a perspectiva de uma pedagogia reflexiva, crítica e transformadora. / This argumentative-narrative research investigates the multicultural construction in Brazil, especially the diversity proposal contained in the Parâmetros Curiculares Nacionais, in the context of Foreign Language teaching. Language teaching in Brazil is also permeated by a technicist pedagogy, in which the concept of diversity is connected to the multiplicity of cultural experiences, dissociated of the cultural conflict that guarantees tolerance and consensus. The Critical Pedagogy, when proposing a dialectic approach of culture, as a social phenomenon in process, and considering education/curriculum as a form of cultural politics, enables a criticism of the curriculum, of school, and of the Brazilian educational proposals that recognizes such spaces as intercepted. They are intercepted by particular interests, specific macropolitical positions, master narratives identified with a neoliberal discourse, which format our subjectivities and the cultural practices that guide us. This research, in defending a critical multicultural approach, investigates a diversity conception that recognizes the power of difference, which interrogate and challenge the domain structures and power relations that disguise inequality. Especially, this research examines alternative proposals of cultural hibridity in the curriculum, from the perspective of a reflexive, critical and transformative pedagogy.

This thesis situates the Inside-Out Prison Exchange Program within the larger realm of postsecondary prison education to analyze its unique pedagogical approach. Through utilizing critical theory and other pedagogical theories, I will address several key themes in the Inside-Out Pedagogy including 1) humanization 2) dialogue 3) mutuality, and the way these frames and tools are used to approach questions of identity, criminality, and power dynamics within the classroom. In providing both benefits and limitations of the Inside-Out program’s efforts to facilitate dialogue across difference, I argue that Inside-Out moves beyond prison education frameworks rooted in recidivist and neoliberal paradigms and instead fosters opportunities based on empathy, critical thinking, and holistic growth and transformation. I also argue that some of the projects and frameworks of transformation, equality, and humanization are oversimplified. Overall, I argue in favor of college-in-prison programs like Inside-Out that can supplement pre-existing postsecondary prison education programs.

The concept of critical consciousness centers on the capacity for involvement in social change efforts. Its development has been the aim of many recent social movements (e.g., the consciousness raising groups of the women's movement). In this work, critical consciousness is defined as the highest level of socio-political-cultural (SPC) consciousness development. SPC consciousness is characterized by the linking of the personal and the political so that structures and discourses of oppression are not only understood but also lead to critical action and transforming relations of domination. Additionally, critical consciousness includes the ability to tolerate ambivalence and conflict as well as the capacity to form group identifications that support critical reflection. While critical consciousness can develop in a variety of settings, it has a historical affinity with liberation education projects, particularly education projects that combine Critical Pedagogy and community engaged learning. Empirical inquiry on critical consciousness development is extremely limited. This dissertation addresses that gap, focusing specifically on the role of emotion and relationality in critical consciousness development. Further, the study offers a feminist critique of the literature, addressing as well the contribution of Community Psychology to conceptualizing critical consciousness. This dissertation analyzes data gathered through the Girl Power Senior Capstone, a course routinely taught at an urban Pacific Northwest public university. The six-hour course lasts for one quarter-term and integrates classroom time with community engagement. A central aim of the course is the development of critical consciousness. Specifically, the research was designed to address the following questions: 1) How are emotionally and relationally significant Girl Power experiences related to SPC consciousness development? 2) What tensions arise between the dominant culture and/or significant others' values and the values of the Girl Power capstone and how do these tensions move individuals toward or away from critical consciousness? The theoretical framework and interview schedule were guided by participant observation of the Girl Power course conducted over an academic term. Semi-structured interviews were conducted with all consenting and available capstone participants (N=10) in the course where participant-observations were carried out. The interviews were transcribed and analyzed based on a modified version of Carol Gilligan's Listening Guide. Two primary themes emerged from the data analysis-- the processes of awakening and sources of dissonance. The first theme relates to the processes of transformation that participants undergo during and following the course. Participants discuss this process as coming to see the world in a new way though their emotional experiences and relations developed in the course. The second theme, sources of dissonance, addresses sources of conflict that emerge as participants undergo this process of awakening. Areas of tension that were particularly salient centered on relationships and experiences in the course. Participants identified experiences in the course that they perceived as contributing in key respects to SPC consciousness. Yet some aspects of change in the course seemed to reflect limiting capacities, including magical thinking, a limited range of critical action strategies, and lack of critical community post Girl Power. The findings from the dissertation can be used to inform the creation and implementation of future projects of critical consciousness development and social justice work more broadly.

This thesis, grounded in an empirically-based study of pedagogic practice in primary school classrooms, examines the corporeality of learning and its role in the process of learning how to write. The central concern in the formation of scholarly habits in the primary years and the degree to which the embodiment of specific dispositions is fundamental in students acquiring the ability and desire to write. This thesis explores the enabling dimensions of embodiment and how these can be generated through the pedagogic practices of schooling. The body is not simply perceived as being shaped by the external, nor capacitated by its ability to retain affects, but rather as mindful, where these affects form the basis of consciousness with embodied understanding being integral to how we learn. This thesis asserts the inseparability of body and mind. Different conceptualisations of the body are examined, and assessed in terms of their usefulness in understanding the role of the body in learning and the need within education to posit an ontology that embraces both the body and the mind. A genealogy of the educative body is provided through an analysis of English syllabus documents within the New South Wales education system. An empirically-based study is conducted examining the pedagogies employed by six teachers and the ways in which disciplinary techniques they employ can contribute to their students’ acquisition of a scholarly habitus and their ability and desire to write. / Doctor of Philosophy (PhD)

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Albert T. Azinger (chair), Amee D. Atkins, Dianne C. Gardner, Beth Hatt-Echeverria. Includes bibliographical references (leaves 129-141) and abstract. Also available in print.