Pedagogy for Social Justice: The Critical Theory in Teacher Education
Article Sidebar
Published:
Jun 28, 2019
Keywords:
Teacher Education Pedagogy Critical Theory Multicultural Education Social Justice
Main Article Content
Abstract
I construct my own positionality as a teacher educator who studies the curriculum theory by focusing on understanding curriculum through critical theory paradigm. By conceptualizing curriculum as a cultural politics and a dynamic space for knowledge production in relation to socio-cultural, economic, political and historical contexts, the essence of this article aims at broadening the general perceptions toward curriculum in a way that it should be perceived not only as official documents or pre-designed educational plans but also the dialectical process between teachers, students, contents, and specific contexts as well as viewing it in terms of cultural transmission and hidden ideologies in educational processes. In light of this, the knowledge space of education for social justice is grounded upon the critical theory that focuses on the shared discursive practices of curriculum theory and multicultural education. Education for social justice is developed based on the experiences of the oppressed, the others and the subalterns as well as issues regarding race, class, gender, ethnicity, language, beliefs, and cultural groups. It also focuses on studying the emotional and spiritual dimensions for raising critical consciousness through critical pedagogy, collaborative research methodology, and autobiographical narrative approach. The goals of this approach are to emancipate the individual self to attain human’s spirituality and to transform an unjust to a justice and equity society.
Article Details
How to Cite
Jatuporn, O. (2019). Pedagogy for Social Justice: The Critical Theory in Teacher Education. Asia Social Issues, 12(1), 1–36. Retrieved from https://so06.tci-thaijo.org/index.php/asi/article/view/199007
Section
Research Article
Copyright: CC BY-NC-ND 4.0
References
Anderson, B. (2006). Imagined communities: Reflections on the origin and spread of nationalism. Verso Books.
Apple, M. W. (1993). The politics of official knowledge: Does a national curriculum makesense? Teachers College Records, 95(2), 222-241.
Apple, M. W. (2001). Curriculum studies: The reconceptualization. Curriculum theorizing: The reconceptualists. Troy, NY: Educator’s International Press.
Aronowitz, S. & Giroux, H. (1991). Postmodern education: Politics, culture, and social criticism. Minneapolis: University of Minnesota Press.
Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.
Banks, J. A. (1996). Multicultural education, transformative knowledge and action. New York: Teachers College Press.
Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn & Bacon.
Banks, J. A., & Banks, C. A. M. (2007). Multicultural education: Issues and perspectives. John Wiley & Sons.
Charoensri, C. (2002). Postmodern and sociology. Bangkok: Vibhasa Publishing.
Clarence, K. (2011). Curriculum, policy, and globalization. Curriculum Inquiry, 41(1), 57-61.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Buffalo, NY: Multilingual Matters Ltd.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1972). Education: Domestication or liberation? Prospects, 2 (2), 173-181.
Freire, P. (1994). Pedagogy of hope: Relieving pedagogy of the oppressed. New York: Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Landham, MD: Rowman & Littlefield.
Gay, G. (2004). Curriculum theory and multicultural education. Handbook of research on multicultural education. SanFrancisco: Jossey-Bass.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood Publishing Group.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Boulder, CO: Westview Press.
Giroux, H. A. (2002). Decentering the canon: Refiguring disciplinary and pedagogical boundaries. College and university curriculum: Developing and cultivating programs of study that enhance student learning. (ASHE Reader Series). MA: Pearson Custom Publishing.
Grbich, C. (2007). Qualitative data analysis. California: SAGE Publications.
Grundy, S. (1987). Curriculum: Product or praxis?. New York: Falmer Press.
Harvey, D. (2007). A brief history of neoliberalism. Oxford: Oxford University Press.
Havanon, N. (2009). Narrative approach: The turning point of social science research. Journal of Mekong Societies, 5(2), 1-22.
Jatuporn, O., & Wattanatorn, A. (2014a). Curriculum studies: The convergence of globalization, educational ideology and interdisciplinary study of the humanities and the social sciences. Journal of Education, Naresuan University, 16(1), 158-171.
Jatuporn, O., & Wattanatorn, A. (2014b). Paradigm and ideologies in curriculum development: From scientific management to emanci-patory paradigm. Journal of Education Studies, 42(3), 160-174.
Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research. Ethnography and schools: Qualitative approaches to the study of education. Maryland: Rowman & Littlefield.
Kincheloe, J. L., & Steinberg, S. (1997). Changing multiculturalism. Philadelphia: Open University Press.
McCarthy, C., & Dimitriadis, G. (2000). Globalizing pedagogies: Power, resentment, and the re-narration of difference. World Studies in Education, 1(1), 23-39.
McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical
education. Educational Theory, 48(4), 431-462.
Milner, R. H. (2010). Culture, curriculum, and identity in education. New York: Palgrave Macmillan.
Mule, L. (2010). Teacher education, diversity, and community engagement in liberal arts colleges. Lanham, MD: Lexington Books.
Nawarat, N. (2018a). Women’s education: The identity and knowledge space. Department of Educational Foundations and Development, Faculty of Education, Chiangmai University.
Nawarat, N. (2018b). Multicultural education: Critical perspectives and praxisin schooling. Department of Educational
Foundations and Development, Faculty of Education, Chiangmai University.
Nawarat, N., & Yimsawat, C. (2017). The education of Tai Yai migrant children in Thai schools, Chiangmai province. Faculty of Education, Chiangmai University.
Nieto, S., & Bode, P. (2007). School reform and student learning: A multicultural perspective. Multicultural education: Issues and perspectives. 4th ed. New York: John Wiley & Sons.
Pinar, W. F. (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.
Pinar, W. F. (1999). The reconceptualization of curriculum studies. Counterpoints: Contemporary curriculum discourses: Twenty years of JCT, 70, 483-497.
Plainoi, S. (2008). Various methodologies for lesson learned. Bangkok: Faculty of Social Sciences and Humanities,
Mahidol University.
Prachyapruit, A. (2011). Postmodernism and the higher education. Bangkok: Inthapas Publishing.
Prachyapruit, A. (2012). The curriculum and instruction inhigher education: Paradigm and practices. Bangkok: Inthapas Publishing.
Scott, J. C. (1990). Domination and the arts of resistance: Hidden transcripts. New Haven, CT: Yale University Press.
Sharkey, J. (2004). Live stories don’t tell: Exploring the untold in autobiographies. Curriculum Inquiry, 34(4), 495-512.
Siwarom, S. (2007). History and philosophy of education. Department of Educational Foundations, Faculty of Education, Chiangmai University.
Siwarom, S. (2008). Social sciences education. Bangkok: Sangsun Publishing.
Sleeter, C. E. & McLaren, P. (1995). Multicultural education, critical pedagogy, and the politics of difference. SUNY Press.
Thongthew, S. (2002). Principle and guideline for school-based curriculum development: A case study of science subject in primary education level. Bangkok: Textbook and Academic Document Center, Faculty of Education, Chulalongkorn University.
Thongthew, S. (2008). Evolution of curriculum theory and frameworks for developing alternative curriculum innovation. Journal of Education, Naresuan University, 10(3), 91-124.
Wittayapak, C. (2015). Culture is power: The practices of power, identity, and new classes in the cultural spheres. Chiangmai: Center for Ethnic Studies and Development, Faculty of Social Sciences, Chiangmai University.
Apple, M. W. (1993). The politics of official knowledge: Does a national curriculum makesense? Teachers College Records, 95(2), 222-241.
Apple, M. W. (2001). Curriculum studies: The reconceptualization. Curriculum theorizing: The reconceptualists. Troy, NY: Educator’s International Press.
Aronowitz, S. & Giroux, H. (1991). Postmodern education: Politics, culture, and social criticism. Minneapolis: University of Minnesota Press.
Banks, C. A., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice, 34(3), 152-158.
Banks, J. A. (1996). Multicultural education, transformative knowledge and action. New York: Teachers College Press.
Banks, J. A. (2006). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Allyn & Bacon.
Banks, J. A., & Banks, C. A. M. (2007). Multicultural education: Issues and perspectives. John Wiley & Sons.
Charoensri, C. (2002). Postmodern and sociology. Bangkok: Vibhasa Publishing.
Clarence, K. (2011). Curriculum, policy, and globalization. Curriculum Inquiry, 41(1), 57-61.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Buffalo, NY: Multilingual Matters Ltd.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Freire, P. (1972). Education: Domestication or liberation? Prospects, 2 (2), 173-181.
Freire, P. (1994). Pedagogy of hope: Relieving pedagogy of the oppressed. New York: Continuum.
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Landham, MD: Rowman & Littlefield.
Gay, G. (2004). Curriculum theory and multicultural education. Handbook of research on multicultural education. SanFrancisco: Jossey-Bass.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Greenwood Publishing Group.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Boulder, CO: Westview Press.
Giroux, H. A. (2002). Decentering the canon: Refiguring disciplinary and pedagogical boundaries. College and university curriculum: Developing and cultivating programs of study that enhance student learning. (ASHE Reader Series). MA: Pearson Custom Publishing.
Grbich, C. (2007). Qualitative data analysis. California: SAGE Publications.
Grundy, S. (1987). Curriculum: Product or praxis?. New York: Falmer Press.
Harvey, D. (2007). A brief history of neoliberalism. Oxford: Oxford University Press.
Havanon, N. (2009). Narrative approach: The turning point of social science research. Journal of Mekong Societies, 5(2), 1-22.
Jatuporn, O., & Wattanatorn, A. (2014a). Curriculum studies: The convergence of globalization, educational ideology and interdisciplinary study of the humanities and the social sciences. Journal of Education, Naresuan University, 16(1), 158-171.
Jatuporn, O., & Wattanatorn, A. (2014b). Paradigm and ideologies in curriculum development: From scientific management to emanci-patory paradigm. Journal of Education Studies, 42(3), 160-174.
Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research. Ethnography and schools: Qualitative approaches to the study of education. Maryland: Rowman & Littlefield.
Kincheloe, J. L., & Steinberg, S. (1997). Changing multiculturalism. Philadelphia: Open University Press.
McCarthy, C., & Dimitriadis, G. (2000). Globalizing pedagogies: Power, resentment, and the re-narration of difference. World Studies in Education, 1(1), 23-39.
McLaren, P. (1998). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical
education. Educational Theory, 48(4), 431-462.
Milner, R. H. (2010). Culture, curriculum, and identity in education. New York: Palgrave Macmillan.
Mule, L. (2010). Teacher education, diversity, and community engagement in liberal arts colleges. Lanham, MD: Lexington Books.
Nawarat, N. (2018a). Women’s education: The identity and knowledge space. Department of Educational Foundations and Development, Faculty of Education, Chiangmai University.
Nawarat, N. (2018b). Multicultural education: Critical perspectives and praxisin schooling. Department of Educational
Foundations and Development, Faculty of Education, Chiangmai University.
Nawarat, N., & Yimsawat, C. (2017). The education of Tai Yai migrant children in Thai schools, Chiangmai province. Faculty of Education, Chiangmai University.
Nieto, S., & Bode, P. (2007). School reform and student learning: A multicultural perspective. Multicultural education: Issues and perspectives. 4th ed. New York: John Wiley & Sons.
Pinar, W. F. (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.
Pinar, W. F. (1999). The reconceptualization of curriculum studies. Counterpoints: Contemporary curriculum discourses: Twenty years of JCT, 70, 483-497.
Plainoi, S. (2008). Various methodologies for lesson learned. Bangkok: Faculty of Social Sciences and Humanities,
Mahidol University.
Prachyapruit, A. (2011). Postmodernism and the higher education. Bangkok: Inthapas Publishing.
Prachyapruit, A. (2012). The curriculum and instruction inhigher education: Paradigm and practices. Bangkok: Inthapas Publishing.
Scott, J. C. (1990). Domination and the arts of resistance: Hidden transcripts. New Haven, CT: Yale University Press.
Sharkey, J. (2004). Live stories don’t tell: Exploring the untold in autobiographies. Curriculum Inquiry, 34(4), 495-512.
Siwarom, S. (2007). History and philosophy of education. Department of Educational Foundations, Faculty of Education, Chiangmai University.
Siwarom, S. (2008). Social sciences education. Bangkok: Sangsun Publishing.
Sleeter, C. E. & McLaren, P. (1995). Multicultural education, critical pedagogy, and the politics of difference. SUNY Press.
Thongthew, S. (2002). Principle and guideline for school-based curriculum development: A case study of science subject in primary education level. Bangkok: Textbook and Academic Document Center, Faculty of Education, Chulalongkorn University.
Thongthew, S. (2008). Evolution of curriculum theory and frameworks for developing alternative curriculum innovation. Journal of Education, Naresuan University, 10(3), 91-124.
Wittayapak, C. (2015). Culture is power: The practices of power, identity, and new classes in the cultural spheres. Chiangmai: Center for Ethnic Studies and Development, Faculty of Social Sciences, Chiangmai University.