This is a practitioner-research study of the development of criticality in English for Academic Purposes (EAP) contexts, via pedagogy for autonomy, exploratory practice (EP), and arts-enriched research methods. The study begins with an exploration of criticality with respect to the literature on Critical English for Academic Purposes (CEAP), critical pedagogy, critical thinking, and critical theory. The context for the empirical research was three short programmes/modules on academic English, involving 56 students in total, at two HE institutions in the UK and a partner university in China, over a total period of seven months. The aim of the research was to identify signs of criticality in what we did; and whether and how pedagogy for autonomy, EP, and arts-enriched research methods were conducive to criticality development. Data collected included my own diary; students’ reflective writing; reflective drawings/paintings; voice- and video-recorded group discussions and presentations; posters made in class; semi-structured interviews; and conversations. Themes emerging in each teaching phase/cycle are presented in three central chapters, followed by a cross-phase rearrangement which reveals three main overarching themes: being in charge; sociological and cultural awareness; and collaboration and others. These serve as the basis on which to identify signs of criticality and to discuss to what extent and how pedagogy for autonomy, EP and arts-informed research methods contributed to criticality development. The main signs of criticality included students’ enquiries into their own epistemic doubts; dialogue for understanding and joint enquiry; and developing awareness of the constructed nature of knowledge and socio-cultural discourses and practices, and of struggles in the performance of difference. The study contributes to understanding of the nature of criticality and how to develop it in EAP contexts; and of aspects of pedagogy for autonomy, EP and arts-enriched methods. The study shows the value to EAP of a broader understanding of criticality with contributions from CEAP, critical pedagogy, critical thinking and critical theory. The value of pedagogy for autonomy, EP and arts-enriched research methods in the development of criticality is also highlighted, and practitioner-research is shown to contribute insights that can illuminate other practitioners and the field more broadly.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:752485 |
| Date | January 2017 |
| Creators | Salvi, Ana Inés |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/107962/ |
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