Pedagogy of the depressed: an examination of critical pedagogy in higher ed’s diversity-centered classrooms post-trump

Towards a socially just ‘personal theory of pedagogical practice’ (PTPP) in mathematics through a critical pedagogical lens

“…While underscoring the facilitation of critical dialogue and consciousness in pedagogy, this chapter has made an effort not to develop yet another framework for CP to oppose other ideologies or inadvertently replace one with another. Rather, it has tried to position PTPP among such ideologies (Rodriguez & Huemmer, 2019). The argument is that enforced ideological compliance with CP notions towards forming one's personal conceptions of practice and enacting such conceptions in classrooms contradicts CP's very ideals.…”

“…CP advocates for the emergence of new discourses in critique and resistance to interrogate pedagogical practices that overtly reproduce subjugation (Stinson & Wager, 2012). Taking the fundamental position that education is political, with associated power imbalances, CP proposes a critical examination of the social order that, in turn, leads to discernible action to defend social justice (Rodriguez & Huemmer, 2019). CP also envisages the attainment of critical consciousness to expose the "cultural imperialism" inherent in the higher education system (Mayaba, Ralarala & Angu, 2018:39).…”

Tampering With the Autonomous Self? Student Reactions to a Course on Critical Perspectives of Social Entrepreneurship

“…As critical approaches frequently involve an interrogation of the self and the self’s relation to others, tensions may arise between the aims of critical educators and the psychological challenges experienced by students (Zembylas, 2013). Although these challenges may be substantial, insisting on critical reflection may be of particular value in ideologically homogenous contexts in which deviant voices are suppressed (Rodriguez & Huemmer, 2019). While striving to develop reflective abilities in students, critical pedagogy emphasizes respect for individual interests and points of view as well as the capacity to make independent choices (Ellsworth, 1989; Macfarlane, 2004), acknowledging that it is important that students do not perceive of pedagogical efforts as hegemonic, impractical, or ill-adjusted to their needs and subjectivities.…”

“…3 Rodriguez and Huemmer (2019), for example, demonstrate how dominant narratives influence both student perceptions and classroom dynamics.…”

The Media, Education, and the State: Arts-Based Research and a Marxist Analysis of the Syrian Refugee Crisis

“…Critical pedagogy helps students to recognize the hegemony existing in our media today, therefore encouraging them to use alternative media to challenge and break the racialization and stereotypes in our society (Marmol, 2018). Hence, using critical pedagogy in the classroom leads students on a path of pursing social justice, thus giving students a sense of purpose (Rodriguez & Huemmer, 2019) In particular, we could use critical pedagogy to teach the Syrian war, humanitarian crisis, capitalism and its alternatives so that the students and the society can understand the true connections between capitalism, discourse, and our international relations in the Middle East region.…”