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• W343057691 abstract "AbstractThis article details a descriptive research on implementation of principles of critical pedagogy in an EFL university essay writing classroom which led to change in quality of writing. In order to fulfill purposes of study, three sets of data were collected. Classroom observations were analyzed both qualitatively and quantitatively to determine clues to power relations between teacher and students, and among students in classroom interactions. Students' journal writings were also examined both qualitatively and quantitatively in search of 1) traces of empowerment and 2) changes in quality of writing as students continued writing. Students' essays were investigated quantitatively to explore changes in perception of themselves as writers. Findings identified success of classroom practices and revealed substantial benefits for students.Key words: Critical Writing Class, Critical Pedagogy, EFL, Quality of Writing, Writing.1. IntroductionThe notion of critical pedagogy has been around for some time, perhaps with publication of Freire's (1970) The Pedagogy of Oppressed. However, there has not been so much research in ELT conducted on implementing basic tenets of critical pedagogy into classrooms through one of skills. Akbari (2008) explains some very basic principles of critical pedagogy that should and can best be integrated into writing classrooms. These are centrality of students' local culture, importance of learners' LI as a resource, historicity and problem posing, or real life concerns.As far as writing is concerned, Momenian and Shirazizadeh (2008) cite Connor (2003), Kubota, (1999), Ramanathan and Atkinson, (1999), and Kubota and Lehner, (2004) who have argued against claim that students should write in order to meet native speaker norms, monolingualism and monoculturalism dimensions, instead of expressing their own cultural identities. This sense of resistance against native speakerism can be brought about in classroom through having students write about their own home culture or bringing it into classroom through a variety of writing tasks.This study aimed to inform teachers interested in implementing critical pedagogy in their own classes but who are apprehensive at same time due to their lack of knowledge about process of implementation itself and their lack of confidence about unknown outcomes. Also, this study encourages students to broaden their understanding of themselves and to develop a sense of confidence and efficacy.2. BackgroundIn Freire's critical pedagogy, instead of transferring facts and skills from teacher to students, students are invited to think critically about subject matter, doctrines, and learning processes. According to Canagarajah (2005), critical pedagogy is not a set of ideas, but a way of performing learning and teaching. Critical students and teachers need to situate learning in relevant social contexts, exercise power relations equally in pedagogical activities, and hold accountability of learning to construct equitable, and ethical educational environment.Empowerment and critical thinking are two basic principles of critical pedagogy that informed practices of present study. It was assumed that through collaboration, students would perceive themselves not as passive receivers of knowledge but as active participants in creating knowledge. Cummins (2000) identifies coercive and collaborative powers as two types of exercise of power in classroom interaction between a teacher and students. He describes that while coercive power relations will lead students to the subordination of their identities to perspective of dominant group (p. 44), collaborative power relations will serve to affirm and extend their sense of identity, which he defines as disempowerment and empowerment, respectively. …" @default.
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• W343057691 title "Implementing the Principles of Critical Pedagogy in an Efl Writing Class" @default.
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