Keynote address by David James Hudson, Learning & Curriculum Support Librarian, University of Guelph. Critical Librarianship & Pedagogy Symposium, February 25-26, 2016, The University of Arizona.

Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Sociology." Includes bibliographical references (p. 252-258).

Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 154-158). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66396.

This dissertation revises the historical narrative of critical pedagogy in college writing classrooms. It argues that the key principles of critical pedagogy, first articulated by Paulo Freire in Pedagogy of the Oppressed, were practiced by a number of pedagogues as early as the eighteenth century. It examines the teaching practices of these men and shows that they anticipated the methods of critical pedagogy. This dissertation spotlights the need to reinterpret the history of critical pedagogy and to select a wider lens through which to understand the current pedagogical scene. Chapter I defines critical pedagogy as method and explains the Freirean project. Chapter II locates parallels between critical pedagogy and the process and expressive pedagogies of the late 1960s and early '70s. Specifically, it argues that the works of Peter Elbow and Donald Murray embody the principles of critical pedagogy. Their emphasis on the epistemological power of language, for example, prefigures the theoretical foundation upon which Freire constructs his critical methodology. Chapter III argues that the pedagogical advancements of I. A. Richards in the early twentieth century anticipated the teaching methods of critical pedagogy, especially insofar as they established student-centered writing classrooms. Richards's attempts to place student interpretations at the center of the course situate his pedagogy more comfortably among contemporary approaches to writing instruction like critical pedagogy than it does among the formalist approaches to which he is generally linked. Chapter IV argues that Isaac Watts and Philip Doddridge, two eighteenth-century educators, employ teaching methods that parallel contemporary critical pedagogy. Foremost, Watts and Doddridge create participatory learning environments that center on practical subjects. They are among the first educators to teach in the English vernacular and to supplement the traditional classical curriculum with new learning. Chapter V examines the historical contexts in which these preludes to critical pedagogy emerge and shows that Murray, Elbow, Richards, Watts, and Doddridge taught at times when educational access was expanding. It argues that their pedagogies developed in an effort to address classroom diversity and to discover strategies for bringing people into dialogue with each other about the world.

Thesis (MEd)--University of South Australia, 1996

Thesis (MEd)--University of South Australia, 1995

Thesis (Ph. D., Education)--University of Idaho, August 2008. / Major professor: Georgia Johnson. Includes bibliographical references (leaves 125-131). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (Ed. D.)--Boise State University, 2003. / Includes abstract. Includes bibliographical references (leaves 164-170). Also available online via the ProQuest Digital Dissertations database.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 213 p.; also includes graphics Includes bibliographical references (p. 204-213). Available online via OhioLINK's ETD Center

Thesis (M.A.I.S.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.