Critical pedagogy as a teaching approach to education
Yazarlar (1)
Öğr. Gör. Dr. Özlem FAKAZLI Kastamonu Üniversitesi, Türkiye
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Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Journal of Social and Humanities Sciences Research | ||
| Dergi ISSN | 2459-1149 | ||
| Dergi Tarandığı Indeksler | Index Copernicus, SOBIAD, Crossref | ||
| Makale Dili | İngilizce | Basım Tarihi | 11-2021 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 01-01-2021 |
| Cilt / Sayı / Sayfa | 8 / 76 / 2704–2713 | DOI | 10.26450/jshsr.2734 |
| Makale Linki | http://dx.doi.org/10.26450/jshsr.2734 | ||
| UAK Araştırma Alanları |
Eğitimin Felsefi, Sosyal ve Tarihi Temelleri
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| Özet |
| Critical pedagogy, which is regarded as a transformation-based approach to education, has attracted much attention lately because the concept of “critical” has been positioned at the very center of contemporary education models. This pedagogy is believed to have the potential to enable students to question inequalities that exist in the current social order, criticize structures of power and domination, become aware of repressive conditions around them, and take an action and create an equal society for everyone. Considering critical pedagogy as a powerful instrument, firstly the current paper focused on what critical pedagogy is and how it is defined. Then, the history, vision, main arguments, and concepts of critical pedagogy were explained. Following this, the paper discussed the educational implications of critical pedagogy as a teaching approach including the aim of education and school, the teaching method, the role of the student and the teacher, etc. Based on the arguments proposed by critical pedagogues, some suggestions and solutions for educational contexts were given. Finally, some criticisms directed towards critical pedagogy were provided. |
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BM Sürdürülebilir Kalkınma Amaçları
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