Teaching Past the Test: a Pedagogy of Critical Pragmatism

Description:

Existent scholarship in communication studies has failed to adequately address the particular pedagogical context of current public secondary education within the United States. While communication studies has produced a great deal of scholarship centered within the framework of critical pedagogy, these efforts fail to offer public high school teachers in the U.S. a tenable alternative to standardized constructs of educational communication. This thesis addresses the need for a workable, critical pedagogy in this particular educational context as a specific question of educational communication. a theorization of pedagogical action drawing from critical pedagogy, pragmatism, and communication studies termed “critical pragmatism” is offered as an effective, critical counter point to current neoliberal classroom practices in U.S. public secondary schools.

Creator(s): Jordan, Jason
Creation Date: May 2012
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 399
Past 30 days: 20
Yesterday: 1
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Publisher Info: www.unt.edu
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2012
Description:

Existent scholarship in communication studies has failed to adequately address the particular pedagogical context of current public secondary education within the United States. While communication studies has produced a great deal of scholarship centered within the framework of critical pedagogy, these efforts fail to offer public high school teachers in the U.S. a tenable alternative to standardized constructs of educational communication. This thesis addresses the need for a workable, critical pedagogy in this particular educational context as a specific question of educational communication. a theorization of pedagogical action drawing from critical pedagogy, pragmatism, and communication studies termed “critical pragmatism” is offered as an effective, critical counter point to current neoliberal classroom practices in U.S. public secondary schools.

Degree:
Level: Master's
PublicationType: Thesi
Language(s):
Subject(s):
Keyword(s): Critical pedagogy | Pragmatism | educational communication | neoliberalism | educational standardization | Dewey
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • ARK: ark:/67531/metadc115103
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
Holder: Jordan, Jason
License: Copyright
Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.