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
Overview
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. http://criticalpedagogies.blogspot.com/
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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