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ERIC Number: EJ1130455
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1837-6290
Designing Critical Pedagogy to Counteract the Hegemonic Culture of the Traditional Chemistry Classroom
Yusuf, Marlizah; Taylor, Peter Charles; Damanhuri, Muhd Ibrahim Muhamad
Issues in Educational Research, v27 n1 p168-184 2017
Stimulated by my encounter with the strange term "hegemony"--a dominant ideology that is largely invisible to its adherents--I (first author) recently "returned" to my experiences of being in a secondary school chemistry class. Drawing on contemporary educational research paradigms, I designed an arts-based critical auto/ethnographic methodology. The research was governed by quality standards of transferability, trustworthiness, verisimilitude, crystallisation, polyvocality, pedagogical thoughtfulness, critical reflexivity and envisioning. In this research I identified six aspects of cultural hegemony that had negatively impacted my chemistry education experiences: teacher domination, curriculum content, perfectionism, competitive assessment, traditional teaching methods and poor classroom environment. An outcome of this professional self-study research is a vision for transforming chemistry education: (i) using recycled materials to create "green chemistry" teaching and learning activities, (ii) applying critical pedagogy as a teaching and learning perspective, (iii) embracing technology as a supplement to teaching and learning, and (iv) applying science innovation ideas as part of classroom activities. This vision can be adapted and implemented by innovative teachers wishing to enliven their chemistry classrooms with more meaningful, stimulating and socially responsible learning experiences appropriate for the 21st century.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A