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ERIC Number: EJ1176330
Record Type: Journal
Publication Date: 2018-Apr
Pages: 31
Abstractor: As Provided
ISSN: EISSN-1740-2743
Raising Critical Consciousness in Teaching Reading Skills Using Critical Pedagogy Principles: A Case of an Iranian School Graduate
Asakereh, Ahmad; Weisi, Hiwa
Journal for Critical Education Policy Studies, v16 n1 p261-291 Apr 2018
This case study reports on critical consciousness development of a female school graduate in a reading comprehension course. Critical pedagogy (CP) principles were adopted in the course during which the participant was encouraged to read a set of passages critically and write critical journals. In addition, after reading each passage, she participated in a relevant critical discussion with the tutor. Thematic analysis was adopted to trace the participant's critical consciousness development. The results showed that even though she developed critical consciousness to a great extent, this could not modify her ideology about an issue affecting her life directly. Furthermore, thematic analysis of an unstructured interview revealed that the participant was satisfied with the implementation of CP principles in teaching reading skills. The findings suggest that teachers need to give further weight to students' critical consciousness and teacher training programs need to raise teachers' awareness of its impact on students' social life.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A