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eBook Critical Pedagogy: Notes from the Real World (4th Edition) ePub

eBook Critical Pedagogy: Notes from the Real World (4th Edition) ePub

by Joan Wink

  • ISBN: 0137028733
  • Category: Schools and Teaching
  • Subcategory: Education
  • Author: Joan Wink
  • Language: English
  • Publisher: Pearson; 4 edition (July 28, 2010)
  • Pages: 240
  • ePub book: 1277 kb
  • Fb2 book: 1493 kb
  • Other: azw docx mbr doc
  • Rating: 4.6
  • Votes: 288

Description

Joan Wink begins her analysis on critical pedagogy in her text, Critical Pedagogy: Notes from the Real World by offering a brief introduction into her own world.

Joan Wink begins her analysis on critical pedagogy in her text, Critical Pedagogy: Notes from the Real World by offering a brief introduction into her own world. In the introduction she offers her support to all teachers who encounter events in their lives that change their beliefs and strategies about what students need in the continually changing classrooms. The textbook includes five chapters containing in-depth information with deeper perspectives on the education community.

Start by marking Critical Pedagogy: Notes from the Real World (4th . This book has been important in molding my view of the world and how it should be and what I can do to help guide my world in that.

Joan Wink explores critical pedagogy, a student-centered approach to teaching with emphases on collaboration and action. Students must read and identify problems and content, think critically about what they've discovered, and act on their knowledge. This book has been important in molding my view of the world and how it should be and what I can do to help guide my world in that direction.

Joan Wink, California State University, Stanislaus Notes. Dawn Does Critical Pedagogy.

Joan Wink, California State University, Stanislaus.

Critical Pedagogy: What in the World Do I Think It Is? How I Came to These Understandings of Critical Pedagogy. History Helps: Three Perspectives. Practicing Pedagogy Patiently. 5. Critical Pedagogy: Where in the World Did It Come From? The Latin Voice.

July 2007 · Theory Culture & Society.

Publication Year 2010. This is a brand new book at a great price. Publication Year 2010. Get specific details about this product from customers who own it. Ask a question. Policies & Plans.

ABBYY FineReader 1. (Extended OCR).

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Similar books and articles. Public Pedagogy and the Politics of Resistance: Notes on a Critical Theory of Educational Struggle. Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux. Douglas Kellner - unknown. Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. Henry A. Giroux - 2003 - Educational Philosophy and Theory 35 (1):5–16.

Critical Pedagogy, Fourth. It tells us where we come from, what we've been through, and where we're going. More importantly, it tells us something about the people we are and the people we want to become. While I was reading this book, it struck me that the term & is very real and evident in the world around us.

This text is an accessible analysis of critical pedagogy that articulates multiple ways of applying its principles in various contexts. Critical Pedagogy, Fourth Edition, offers thoughtful examination of the theoretical models of critical pedagogy in an engaging, understandable writing style.

In this edition, the author maintains the strengths of a clear, engaging writing style with first-person narrative and lucid explanations of key concepts, which makes critical pedagogy more meaningful for students to learn and instructors to teach. This powerful and accessible analysis of the often difficult rhetoric of critical pedagogy argues that critical pedagogy opens the door to a broader and deeper perspective on teaching and learning in the classroom and the community. The text strongly encourages teachers to continuously adapt teaching beliefs and strategies to meet the needs of today's classrooms. The ongoing cultural critique, which links the chapters, challenges readers to think more deeply.

Comments

Iseared Iseared
I am fortunate to have had Dr. Wink as a professor. Joan has a teaching style that stresses creating and owning your own knowledge. She will not spoon-feed you information to later be regurgitated on a test, nor will she "give" you the definition of critical pedagogy in her book. Rather, she writes, "One of the frustrating aspects of the study of critical pedagogy is our tendency to want others to transmit their knowledge of what it means to us... I do not believe that I can transmit my generated knowledge to you: however, I can share my story, and in the process, you can make your own connections based on your knowledge and experiences" (Wink, p. 55). In this book, Dr. Wink shares stories that she has gathered over many years of teaching. The stories include examples of critical pedagogy that help guide the reader to create his/her own understanding of the concept and apply it in the classroom. She also includes classroom activities that she has used in various classes that I've been in. I, in turn, have used several of these activities in my own ESL classroom.
Wink also introduces her audience to professionals who have influenced her, and includes many resources for further reading. Every chapter ends with an entreaty to reflect and make meaning of what you've read. This is a very readable book, a rare treat among textbooks for my graduate program. If you are looking for concrete definitions and spoon-fed techniques, this book is not for you. However, if you value creating your own knowledge based on the experiences and advice of others as seen through your own experiential lens, you will find this to be a rich resource that will change your classroom and, if applied fully, your community, for the better.
Marad Marad
Dr. Joan Wink begins her analysis on critical pedagogy in her text, Critical Pedagogy: Notes from the Real World by offering a brief introduction into her own world. The text becomes much more personal and easier to connect with as Dr. Wink shares her experiences. In the introduction she offers her support to all teachers who encounter events in their lives that change their beliefs and strategies about what students need in the continually changing classrooms. The textbook includes five chapters containing in-depth information with deeper perspectives on the education community. Each
Chapter 1 poses the question with its title- Why in the World Does Critical Pedagogy Matter? We are reminded how important it is to continually reflect on why we do what we do. Several sections are discussed throughout this chapter and many terms that are familiar, but they also serve as good reminders for educators. The chapter ends with Dr. Wink encouraging the reader to reflect on what critical pedagogy means for them.
Chapter 2 is titled- What in the World is Critical Pedagogy? This chapter shares several analogies including those about ancient theorists as well as teachers and students.
In Chapter 3, Where in the World Did Critical Pedagogy Come From?, some of the founding philosophers/theorists were discussed. Socrates, Plato, Aristotle, Vygotsky, Freier, Marx, Dewey, Cummins, and of course Krashan are just a few of the names mentioned throughout the chapter. These were the main influences of Dr. Wink’s experiences and thinking. Different reflections and scenarios were also shared throughout the chapter that corresponded with different theorists. Dr. Wink points out throughout the chapter that her perspective on the history and roots of her work changes with each edition of the book. The chapter concludes with a profound statement, “critical pedagogy always begins with questions” (Wink, pg. 139). Chapter 3 gives good fuel for thought on where the different theories come from and why as teachers and learners we do the things we do.
The title of Chapter 4 is titled How in the World Do You Do Critical Pedagogy? This chapter encourages the reader to reflect on who you want to be as an educator. Some methods are shared that can be used by educators. Not only does Dr. Wink share how to use the method but she also shares her experience using the specific methods. Dr. Wink uses the guideline: to name, to reflect critically, or act. She uses it in her own life and includes some examples in the chapter.
The final section, Chapter 5, is titled Where in the World Do We Go From Here? This chapter shares insights on what to anticipate in the future and what we need to do to improve education for the future society. The charts on page 176, 177, and 178 give a good comparison on the different generations as well as recommendations for teaching generation Y students.
Dr. Wink’s text does a wonderful job of encouraging self-reflection in the educational world. I recommend the book to current and future educators who want to continue to improve on their own practices.
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Critical Pedagogy Notes from the Real World Fourth Edition by Joan Wink 2011 is a book dedicated to the hope of teachers becoming more than methodologists making a difference. “Critical pedagogy enables us to understand that we also are professionals and intellectuals who have the power to take part actively in self- and social transformation. Critical pedagogy makes us keep on keeping on.” (Wink 2011 p. 148). Taking those words to heart as a current student of Dr. Winks’, who has struggled a great amount with the principals and premise of this assignment aka review, I find myself reeling in what she would describe as the whirlwind. She brings to light the need to continue learning, unlearning and keeping on through continued self- and social transformation. I will write this review because I must, much like I must give state and nationally required assessments to my students. It doesn’t mean that I have to agree with it or like it. It simply means that I must do what is asked in order to meet the requirements and expectations. The book itself is an easy read as you follow Dr. Wink through her own learning and unlearning and relearning. Her learning is expressed in stories and experiences which she happily shares with her readers, even the stories that make you grimace as you read them and hurt for the people who lived them. “Learning can be very challenging, but the problem is that it always leads to relearning, which is more challenging. I think that relearning often involves a shift in methodology.” (Wink 2011 p. 37) To me this is the point she wants all of her readers to gain from this book. That pedagogy alone isn’t enough. As educators it is our responsibility to become critical thinkers and doers in a hope to make the changes needed for our students and us. Dr. Wink’s style is to begin the chapters with questions that make the reader begin to think critically about them. How does it pertain to me? Does it pertain to me? Have I experienced it? I do think these questions taking the place of chapter titles are very relevant and necessary to this book. Chapter one addresses why in the world critical pedagogy matters. Chapter two goes on to question what critical pedagogy is. In chapter 3 the reader is taken down a historical track to learn where critical pedagogy arrived. And probably most important are chapters four and five in which the reader is provided with ideas, examples and experiences that teach how to do critical pedagogy and where to go from here forward. I would recommend all teachers and especially those teachers who are left with little to no guidance in their school systems have a copy of this book. Critical Pedagogy is full of resources and data supporting the use of them as well as supporting the end to many long time teaching practices. I do appreciate all of the references to pioneers in the field of education who have stepped out into the transformative thinking to lead the way for upcoming transformative teaches. Dr. Wink gives credit to the likes of Krashen, Cummins Vygotsky, Freire and Alma Flor Ada to name a few. I didn’t find this book to be an easy read because of the amount of material and depth within its pages, but having that depth to reference and fall back on is well worth the great amount of text. I strongly suggest that as a reader you take the time to review the notes and the reflective questions Dr. Wink provides at the end of each chapter. In my opinion that is truly her goal—creating critical thinkers of critical pedagogy.