Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy

محورهای موضوعی : language teaching

حامد برجسته ¹ ( Department of English Language and Literature, Ayatolla Amoli Branch, Islamic Azad University, Amol, Mazandaran, Iran )

تاریخ دریافت : 1396/05/09 تاریخ پذیرش : 1396/05/09 تاریخ انتشار : 1396/05/01

کلید واژه: transformative pedagogy, EFL instructors, hindrances, Thematic analysis, micro level, macro level, dialogic-driven pedagogy,

چکیده مقاله :

The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones.

چکیده انگلیسی:

این تحقیق به بررسی مشکلات اجرایی شدن آموزش تفکر انتقادی در سیستم آموزش تحصیلات تکمیلی درایرانمی پردازد. بدین منظور متنی که حاوی اصول و مبانی تفکر انتقادی بوده ، در اختیار 20 مدرس دانشگاه دارایمدرک دکتری قرار داده شده است و از آنها تقاضا شد تا متن مذبور را مطالعه نمایند. جهت استخراج موانع اساسی دراجرایی شدن این روش، اساتید به یک مصاحبه حضوری دعوت شدند. کلیه مصاحبه ها ضبط و سپس کلمه به کلمهرونویسی گردید. با استنتاج از مدل توماس 2006 موضوعات غالب استخراج شد. نتایج حاصله به دو صورت موانعخرد وکلان در اجرایی شدن این روش آموزشی در ایران، به تفصیل بررسی شد. پس از مباحث مطروحه، چندراهکارکاربردی جهت ارایه آموزش مبتنی بر مباحثه و مکالمه در سیستم تحصیلات تکمیلی ایران مطرح گردید.

منابع و مأخذ:

References

Abdelrahim, A. T. (2007). The relationship between gender and experience in teachers’ awareness of critical pedagogy (Unpublished master's thesis). Tarbiat Modares University, Tehran, Iran.

Abdollahzadeh, E., & Baniasad, S. (2010). Ideologies in the imported English textbooks: EFL learners and ‎teachers’‎awareness‎ and ‎attitude.‎ Journal of English Language Teaching and Research, 53 (217), 1-17.

Aghaei, A. R. (2009). A synchronic survey of the ideological impacts of ELT (Unpublished master's thesis). Gilan University, Gilan, Iran.

Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283. doi: 10.1093/elt/ccn025

Aliakbari, M., & Allahmoradi, N. (2012). On Iranian school teachers’ perceptions of the principles of critical pedagogy. International Journal of Critical Pedagogy, 4(1), 154 -171.

Baleghizadeh, S., &  Motahed, J. (2010). An analysis of the ideological content of internationally-developed British and American ELT textbooks. The Journal of Teaching Language Skills, 2(2), 1-27. doi: 13112010600401

Barjesteh, H., &  Birjandi, P. (2015).  Toward postulating a transformative l2 materials preparation (TLMP) model in Iranian universities. Indian Journal of Fundamental and Applied Life Sciences, 5 (S2), pp. 1016-1027.

Barjesteh, H., Nasrololahi, A., & Esmaili, M. R. (2016). Incorporating Principles of CP in an ESP writing classroom: Exploring writing Quality and Learners' Attitudes. Modern Journal of Language Teaching Methods, 6(7)17-23.

Christians, C. G. (2005). Ethics and politics in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp. 139-164). Thousand Oaks, CA: Sage.

Crooks, G. (2009). The practicality and relevance of second language critical pedagogy. Language Teaching, 1(16), 1-16. doi:10.1017/S026144480 9990292

Cunnigsworth, A. (1995). Choosing your course book. Oxford: Heinemann.

Canagarajah, A. S. (2005). Critical pedagogy in L2 learning and teaching.  In  E. Hinkel  (Ed.), Handbook  of  research  in  second  language  teaching  and  research (pp 931-951).  Mahwah, NJ: Lawrence Erlbaum.

Cox, M. I. P., & Assis-Peterson, A. A. D. (1999). Critical pedagogy in ELT: Images of Brazilian teachers of English. TESOL Quarterly, 33(1), 433-484.doi: 10.5539/elt.v5n2p101

Crawford, L. M. (1978). Paulo Freire’s philosophy: Derivation of curricular principles and their application to second design (Unpublished doctoral dissertation). University of Minnesota. United States.

Crawford-Lange, L. M. (1981). Redirecting foreign language curricula: Paulo Freire’s contribution. Foreign Language Annals, 14, 257-73.

Crooks, G., & Lehner, A. (1998). Aspects  of  process  in  an  ESL critical  pedagogy  teacher  education  course. TESOL Quarterly, 32 (2), 319- 328. doi: http://dx.doi. org/10.2307

Davari, H. (2011). Linguistic Imperialism or Global Understanding: ELT in Globalization from an Iranian Perspective (Unpublished master’s thesis). Tarbiat Modares University, Tehran, Iran.

Fahim, M., & Pishghadam, R. (2009). Postmodernism and English  language  teaching. Iranian Journal of Applied Language Studies, 1(2), 27-54.

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

Freire, P. (1972). Cultural action for freedom. New York: Penguin Books.

Ghaemi, F., &  Asadi Piran, N. (2014). Critical pedagogy in SLA: A state of the art study. International Journal of Social Science and education, 5(1) 18-27.

Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. A critical reader. Oxford: West view Press.

Giroux, H. A. (1988). Teachers as intellectuals: Towards a critical pedagogy of learning. South Hadley, MA: Bergin & Garvey.

Giroux, H. A. (2003). Public Pedagogy and the Politics of Resistance: Notes on a critical theory of educational struggle. Educational Philosophy and Theory, 35(1), 5-16. doi: 10.1111/1469-5812.00002

Groenke, S. L., & Hatch, A. (2009). Critical Pedagogy and Teacher Education in the Neoliberal Era: Small Openings (Explorations of Educational Purpose). New York: Springer

Hui, L. (1997). New bottles, old wine: Communicative language teaching in China. English Teaching Forum 35.4, 34-41. doi:10.4304/tpls.2.12.2548-2555

Kanpol, B. (1998). Critical pedagogy for beginning teachers: The movement from despair to hope. Online Journal of Critical Pedagogy, 2(1). Retrieved from http://users.monash.edu.au/~dzyngier/

Kassaian, S. A., & Subbakrishna, R. (2011). Iranian parents’ resistance to incompatible aspects of western culture: Implications for ELT material development. English Language Teaching, 4(1), 230-239.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.

McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern era. New York: Routledge.

McLaren, P. (2001). Che Guevara, Paulo Freire, and the Politics of Hope: Reclaiming Critical Pedagogy. Cultural Studies, Critical Methodologies, 1(1), 108-131. doi: 10.1177/153270860100100112

McLaren, P. (2003). Life in schools: An introduction to critical pedagogy in the foundation of education. Boston, MA: Allyn & Bacon.

McLaren, P., & Kincheloe, J. (2007). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Longman

McLaren, P., & Leonard, P. (1993). Paulo Freire: A Critical Encounter. Chapman and Hall, New York, USA.

Morrow, R. A., & Torres, C. A. (2002). Reading Freire and Habermas: Critical pedagogy and transformative  social change. New York: Teachers College Press.

Niknezhad, F. (2015). Considering the issue of Freirian philosophy of education. Indian Journal of Fundamental and Applied Life Sciences, 5(22), 1534-1544

Norton, B.,  & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.

Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.

Pishghadam, R., & Mirzaii, A. (2008). English Language Teaching in Postmodern Era. Journal of Teaching English Language and Literature, 7(2), 89-110.

 

Shor, I. (1986). Culture wars: School and society in the conservative restoration. Boston: Routledge

Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago and London: University of Chicago Press.

Reagan, T. G., & Osborn, T. A. (2002). The Foreign Language Educator in Society: Toward a Critical Pedagogy. Mahwah, NJ: Lawrence Erlbaum Associates.

Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303–314.doi: 10.1212/WNL.18.3.203 1526-632X

Riasati, M. J., & Mollaei, F. (2012).  Critical pedagogy and language learning. International Journal of Humanities and Social Science, 2(21), 223-229. doi:10.5539/elt.v5n2p101

Ritchie, J., & Lewis, J. (2003). Qualitative research practice:  A guide for social science students and researchers. London: SAGE.

Sadeghi, S., & Ketabi, S. (2009). From liberal Ostrichisms to transformative intellectuals: An alternative role for Iranian critical pedagogues. Journal of English Language Teacher Education and Development, 12, 52-60.

Safari, P., & Pourshamsi, M. R. (2012). Toward an empowered pedagogy: Is there room for critical pedagogy in educational system of Iran? Theory and Practice in Language Study, 2(12), 2548-2555. doi: 10.4304/tpls. 2.12.22548-2555.

Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data.  American Journal of Evaluation, 27, 237–246. doi: 10.1177/1098214005283748

Wink, J. (2000). Critical pedagogy: Notes from the real world. New York, NY: Longman.