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ERIC Number: EJ1021997
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: N/A
Are They Empowered Yet?: Opening up Definitions of Critical Pedagogy
Thomson-Bunn, Heather
Composition Forum, v29 Spr 2014
Approaching definitions (and the act of defining) as inherently political and ideological, this article argues that there is a lack of definitional precision surrounding "critical pedagogy" and its core terms (e.g., "student empowerment"). This lack of precision can impede the successful and ethical implementation of critical pedagogy in the composition classroom. This article calls for a deeper articulation of what critical pedagogy is and does, and for sharing definitional power with students by enlisting their help in this articulation. Inviting students to participate in such definitional work may mitigate resistance by offering students a greater say, and a greater stake, in their own education. Defining these terms more precisely may also help instructors to enact and communicate critical pedagogy in a more open and purposeful way.
Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A