abstract: This study employed Participatory Action Research (PAR) which applied critical pedagogy, actor-network theory, and social network theory to create and implement an Application Framework for Critical Pedagogy (AFCP) with the goal of making critical pedagogy more broadly accessible to a wider range of faculty in higher education. Participants in the study included faculty, staff, and students from Watts College of Public Service and Community Solutions of Arizona State University, and data was collected in the form of surveys, interviews, written interactions, and video observations of multidisciplinary committee meetings to build the framework. The study concluded with a functional framework from which faculty and instructional designers alike can work to create better, more effective courses. Including participants of diverse backgrounds, varying power levels, and sometimes opposing perspectives in the study created a diversity of thought and experience which offered the opportunity to refine the purpose, expectations, and specific language of the tool. While the framework is not intended to be a definitive source of critical pedagogy application, this refinement allows the possibility that more faculty, instructional designers, and other higher education stakeholders may find utility in the revised framework as a tool for self-advocating and for professional pedagogical growth. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020
| Identifer | oai:union.ndltd.org:asu.edu/item:62922 |
| Date | January 2020 |
| Contributors | Mathis Burnett, Mary (Author), Wolf, Leigh G (Advisor), Toth, Meredith (Committee member), Gannon, Kevin M (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 168 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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