Critical pedagogy in praxis: An examination of cross-cultural awareness
This work examines an implementation of democratic education conducted at an Ivy League University in the Spring of 1998. The course (Education 566: Cross Cultural Awareness) recruits a diverse group of students from various majors, undergraduate and graduate, and places them in a democratic classroom led by two facilitators. The course takes students through a rigorous examination of ethnicity, gender, culture, sexuality, class, power and domination in society. In so doing, students examine literature, theory, and also relevant personal experiences at home and at the university. Through the conduct of student interviews, analysis of student papers, and the examination of over 70 hours of classroom dialogue, my study examines how this approach functions in the class, how students receive it, and the relationship of individual identity (of both students and teachers) to critical pedagogy. Ultimately, this analysis aims to respond to one question: Can critical pedagogy emancipate us from oppression? ^
Education, Bilingual and Multicultural|Education, Philosophy of
Nathaniel Wade Smith,
"Critical pedagogy in praxis: An examination of cross-cultural awareness"
(January 1, 2001).
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