TY  - BOOK
AU  - Seal,Mike
AU  - Smith,Alan
AU  - Jarvis,Joy
AU  - Smith,Karen
TI  - Enabling Critical Pedagogy in Higher Education
T2  - Critical Practice in Higher Education
SN  - 9781914171123
AV  - LC196 .E533 2021
KW  - Critical pedagogy
KW  - Education, Higher
KW  - Electronic Books
N1  - Description based upon print version of record; Engaging with Professional, Statutory and Regulatory Bodies; 2; Cover --; Half-title --; Dedication --; Acknowledgments --; Title page --; Copyright information --; Table of contents --; Meet the authors and series editors --; Book summary --; Chapter 1 An introduction to critical pedagogy --; What is it? --; Why is it important? --; Why now? --; The structure of the book --; Principles, aims and approaches of critical pedagogy --; Principles --; Education is inherently political --; Knowledge should relate to and develop from the lived experience of participants --; Knowledge should be co-created between all participants in the learning process; Aims of critical pedagogy --; To develop critical thinkers who create new knowledge --; For people to become aware of their, and others', oppressions --; For people to make connections between personal experiences and wider societal forces --; Approaches in critical pedagogy --; Emphasising the importance of democracy and equality in learning environments --; Emphasising a co-created flexible curriculum using authentic materials, generative themes and finding teachable moments --; Flexible curriculum and using authentic materials --; Generative themes --; Teachable moments; Emphasising the importance of cultivating hope and symbolic resistance --; Conclusion: how critical pedagogy can be enabled --; a step process --; Step one: change how you teach and your relationship with students --; Step two: push the structure as far as you can and build alliances --; Step three: be seen as a pedagogic expert, internally and externally --; Useful texts --; Chapter 2 Critical pedagogy and curriculum --; Introduction --; Applying critical pedagogy to the curriculum --; The controlling hand of curriculum --; Conclusion --; Useful texts --; Chapter 3 Critical pedagogy and assessment; Introduction --; Making assessment compatible with critical pedagogy --; Characteristics of authentic assessment within critical pedagogy --; It should be centred on dialogic interactions so that the roles of teacher and learner are shared and all voices are validated --; Foster an integrated approach to theory and practice, or what Freire would term praxis --; theory in action --; It should value and validate the experience students bring to the classroom --; Reinterpret the complex ecology of relationships in the classroom to avoid oppressive power relations; Create a negotiated curriculum, including assessment, equally owned by teachers and students --; Conclusion --; Useful texts --; Chapter 4 Critical pedagogy and learning and teaching --; Introduction --; De-constructing the lecture --; Respecting the knowledge in the room --; Tutor groups: flipping the flipped classroom --; Deconstructing the conference and the academic seminar --; Conclusion --; Useful texts --; Chapter 5 Critical pedagogy and the spaces in between --; Introduction --; Critiquing the institution --; Power within critical pedagogy groups; 2; b
N2  - An essential introduction to critical pedagogy for all those working within higher education, re-examining the concept and exploring its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching, and in the spaces in-between
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ER  -