Friday, March 1, 2013

Welcome to the class!  Every Spring semester, I regularly post ideas, thoughts, reflections, and questions related to the Critical Pedagogies course.  I also post assignments and materials for students as well.  I hope this blog can serve as a means of supporting students' efforts to develop critical ELT practices and that it might be a means of promoting thoughtful discussions on English language education and our work as teachers.

Critical Pedagogies
Dankook University TESOL Graduate School
Spring 2013
Curtis Porter
Office #413 상경관 Sangkyungkwan Building
Office Hours:  Wednesday 11:00 – 1:00 / Friday 10:00 – 2:00 (or by appointment) 

As to those for whom to work in the midst of uncertainty and apprehension is tantamount to failure, all I can say is that clearly we are not from the same planet. - Michel Foucault

TESOL practitioners and researchers are increasingly focusing on the implications and consequences of the spread of English.  It is becoming clear that 21st century TESOL faces important questions of how to develop effective, responsible, and ethical teaching practices.  This course seeks to engage with these trends in our field by exploring the potential of critical approaches to English education in Korea. 
Critical pedagogy is an approach to teaching and learning that assumes all educational processes to be political in nature.  English education in Korea is certainly no exception.  We will take a broad approach to critical pedagogy and explore numerous social and educational theories which conceptualize the political nature of education in a variety of ways.  The course seeks to evoke questions of ideology, hegemony, and power with the ultimate goal of helping each of us develop teaching practices that confront such questions. 
While there will be extensive theoretical discussion, the course objectives are practical in nature.  The course will challenge participants to develop and implement lesson plans, reflect on teaching practices, critique teaching materials, and connect practical experiences in English education to larger political and social themes.  Classroom discussions, readings, and assignments will be designed to support critical inquiry and the development of critical practices. 

Course Activities
As the purpose of the course is to develop our own critical practices in English education, there is no summative project due at the end of the semester.  All assessment will be formative, meaning that I will assess your progress as we go through the course rather than rely on a single project at the end to determine your grade.  There are several activities that you will be responsible for completing:

Blog Project       (30)
I ask all class participants regularly post thoughts, reflections, and responses to a blog.  I will give explicit instructions for how to do so to anyone who chooses to remain enrolled in the course. 
I will also be keeping a blog that will contain resources and course materials as well as personal reflections on the course.

Lesson Plan       (10)
All participants will write at least one lesson plan which incorporates principles we discuss in our weekly readings.

Reflection on your Lesson Plan     (20)
In addition to writing a lesson plan, each class participant will be expected to teach their lesson (or a part of their lesson) in a real classroom setting and write a reflection on the lesson.  Your lessons and critiques will be presented to the class on the final day of the semester.  

Critique of an Educational Resource or Popular Media        (30)
Write a short critique of an English course book, learning material from the internet, or some popular media artifact.  You may do this on your blog. 

Regular Classroom Participation    (10)
Do the readings, come to class, participate in classroom activities and discussions, engage.... 

I will give you explicit directions and expectations for each project at the appropriate time.

Reading List
(This will probably change according to course needs/student interests/etc)

Rethinking the Curriculum
Week 2 -          Shannon- The Struggle to Continue (Intro)
                     Pennycook- The Concept of Method

English Education in a Global Context
Week 3-           Lee Seung-hwan- Continuity and Discontinuity
                     Willinsky- Where is Here?

Week 4 -          Jo- English Education and Teacher Education in South Korea
                      Shin- The Use of Freirian Pedagogy
Week 5 -          Shin & Crookes- Indigenous Critical Traditions for TEFL?
                     Shin & Crookes- Exploring the Possibilities for EFL Critical Pedagogy
                     Thornbury- Dogme: Nothing if Not Critical

Some Theoretical Foundations of Critical Practice
Week 6 -          Storey- “The Frankfurt School”
                     Willinsky- Of Critical Theory and Critical Literacy

Week 7 -          Freire- Pedagogy of the Oppressed (Chapters 1 & 2)

Week 8 -          Gee- The Literacy Myth
                     Wilson- Why I Won’t Be Using Rubrics to Respond to Students’ Writing
Situating Theory
Week 9 -          Sadeghi- Critical Pedagogy in an EFL Teaching Context
                     Hanauer- Meaningful literacy:  Writing Poetry in the Language Classroom
                     Thornbury- Grammar, Power, and Bottled Water

Week 10-          Moffatt & Norton- Popular Culture and the Reading Teacher
                     Alcoff- Cultural Feminism versus Poststructuralism

Week 11-          Duncum- Toward a Playful Pedagogy

Discipline, Bodies & Emotion
Week 12-          Gore- Disciplining Bodies: On the Continuity of Power Relations in Pedagogy

Week 13-          Kenway & Youdell- Emotional Geographies of Education
                     Cole & Yang- Affective Literacy

Rethinking Postmodernism
Week 14-          Foucault- Excerpt from Discipline and Punish
                     Deleuze- Postscript on Societies of Control
                     Berry- A Remarkable Man

Week 15-          NO ASSIGNED READING [Share Lesson Plans / Closing Thoughts]

Inclusion Statement
There is a possibility that sensitive topics will arise in our readings and our class conversations.  Indeed, one of the purposes of critical educational practice is to confront political tensions.  I request that all class participants respect all students and refrain from statements which discriminate on the basis of race, nationality, gender, sexuality, faith, physical ability or appearance.  If at any time you feel that you have experienced discrimination in our class please inform me immediately and I will do everything I can to address the situation responsibly.

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