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“Troublemaking,” “Making Trouble,” and “Making It” Through Institutionalized Schooling: Critical Pedagogy as a Transformational Exodus

Description: This article examines the quality of public schooling in primarily low socio-economic status (SES) areas of El Paso, Texas and reflects on the dismal realities established by the hegemonic social order.
Date: March 12, 2015
Creator: Rossatto, Cesar A.; Rivas, Cecilia E.; Heiman, Daniel & Esparza, Juanita
Partner: UNT College of Education

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.
Date: May 2012
Creator: Jordan, Jason
Partner: UNT Libraries

The State of the Field of Critical Information Literacy in Higher Education

Description: The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freire’s conception of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work. Findings suggest that academic librarians who teach CIL do not learn about it in their MLS programs. They tend to use three major critical teaching methods, including student-centered approaches, discussion and dialogue, and problem-posing methods. Participants tended to struggle more with using critical methods than with incorporating critical content. Slightly more than half regularly used critical methods in their teaching, but all participants incorporated critical content, including critical source evaluation and subject headings and language used in information production ...
Date: August 2014
Creator: Downey, Annie L.
Partner: UNT Libraries

An Analysis of Gay/Lesbian Instructor Identity in the Classroom

Description: In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.
Date: May 2008
Creator: Giovanini, Heather
Partner: UNT Libraries