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ERIC Number: EJ1173261
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Problematising Problematisation: Insights from Critical Pedagogy in a Writing Lesson in Bangladesh
Talukder, Ali Azgor; Samuel, Moses
Cambridge Journal of Education, v48 n2 p213-226 2018
Problematisation is the means by which critical pedagogy attempts to destabilise power relations related to gender, race, class, identity etc. Studies in critical pedagogy in language teaching explore different ways of problematisation treating problematisation as classroom practice. However, they do not specifically address the teacher's struggle in employing problematisation and the learners' experience with it in classroom settings. Hence the complexity of problematisation remains neglected in research in critical pedagogy in classroom contexts. This article explores the notion of problematisation through an analysis of a writing lesson involving undergraduate students in Bangladesh. It analyses both the teacher's and a student's encounters with and reflections on problematisation throughout the lesson, and reveals that problematisation embodies complexities, and is empowering when it is self-reflexive.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bangladesh
Grant or Contract Numbers: N/A