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ERIC Number: EJ899309
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1812-9129
Literacy and Hegemony: Critical Pedagogy Vis-a-vis Contending Paradigms
Chege, Mwangi
International Journal of Teaching and Learning in Higher Education, v21 n2 p228-238 2009
Critical pedagogy has become commonplace in contemporary academe. Despite its prominence, the pedagogy continues to face relentless attacks: some scholars have dismissed the pedagogy as essentialist, populist, and unpatriotic, among other labels. The fact of the matter is that these critiques are driven by ideologically masked epistemologies. By adopting a dialectic approach, the focus of this article is to demonstrate that all approaches to literacy are political and that these attacks are anchored in paradigms antithetical to the progressive agenda of critical pedagogy.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A