آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 122 |
| تعداد مقالات | 1,538 |
| تعداد مشاهده مقاله | 1,628,301 |
| تعداد دریافت فایل اصل مقاله | 1,525,833 |
Critical Pedagogy in Iraqi Kurdistan: The Role of Gender, Academic and Contextual Differences in EFL Teachers’ Awareness | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 6، دوره 13، شماره 2، دی 2025، صفحه 105-129 اصل مقاله (570.59 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2025.30507.1785 | ||
| نویسندگان | ||
| Hezha Bakhtiyar Abdalla1؛ Abdorreza Tahriri* 2؛ Seyyed Ayatollah Razmjoo3؛ Masoud Khalili Sabet2 | ||
| 1PhD candidate in ELT, University of Guilan, Rasht, Iran | ||
| 2Associate Professor of ELT, Department of English Language and Literature, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran | ||
| 33Professor of ELT, Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University, Shiraz, Iran | ||
| چکیده | ||
| Critical Pedagogy (CP) has gained increasing recognition as an educational approach that fosters critical thinking, social awareness, and transformative learning. However, its integration into English language teaching (ELT) in the Iraqi Kurdistan context remains underexplored, where traditional pedagogical methods dominate. This study examines the awareness of CP among EFL teachers in Iraqi Kurdistan, investigating whether academic degree, teaching setting, and gender influence CP awareness levels. Using a cross-sectional survey design, data were collected from 397 EFL teachers employed in high schools, secondary schools, and universities across the region. A newly developed Critical Pedagogy Questionnaire (CPQ) was administered, and the responses were analyzed using multivariate analysis of variance (MANOVA). The results revealed significant differences in CP awareness across academic degrees and teaching settings, with BA holders and high school teachers exhibiting the highest awareness levels. Gender-based differences were also observed, with female teachers displaying greater awareness in co-construction of knowledge and adapted content, while male teachers showed higher awareness in agency and praxis. These findings underscore the need for practice-based teacher training programs and institutional support to facilitate CP’s practical implementation in ELT. | ||
| کلیدواژهها | ||
| Critical pedagogy؛ EFL teachers’ awareness؛ Educational context | ||
| مراجع | ||
|
Abdelrahim, A. T. (2007). The relationship between gender and experience in teachers’ awareness of critical pedagogy (Publication No. 3668) [Master’s thesis, Tarbiat Modares University]. TMU Dissertation and Thesis System. https://parseh.modares.ac.ir/thesis.php?id=1043668&sid=1&slc_lang=en
Adel, S. M. R., Egtesadi, A., & Sadeghi, F. (2019). Construction and validation of a critical pedagogy questionnaire to assess ELT teachers: A mixed–method study. Issues in Language Teaching, 8(1), 333–375. https://doi.org/10.22054/ilt.2020.46289.421
Aksikas, J., Green, S. J., & Shohat, E. (2019). Critical pedagogy and global literature: Toward a planetary perspective. Routledge.
Aliakbari, M., & Allahmoradi, N. (2012). On Iranian school teachers’ perceptions of principles of critical pedagogy. International Journal of Critical Pedagogy, 4(1), 154–171.
Au, W. (2017). A Marxist education: Learning to change the world. Haymarket Books.
Azimi, H. (2008). On the Attitude of English Teachers and University Students in the Implementation of CP [Unpublished master’s thesis]. Tarbiat Modares University.
Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Psychology, 3(2), 77–85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x
Crookes, G. V. (2013). Critical ELT in action: Foundations, promises, praxis. Routledge. https://doi.org/10.4324/9780203844250
Crookes, G. V. (2022). Critical language pedagogy. Language Teaching, 55(1), 46–63. https://doi.org/10.1017/S0261444820000609
Darder, A. (2017). Reinventing Paulo Freire: A pedagogy of love. Routledge. https://doi.org/10.4324/9781315560779
Davari, H., Iranmehr, A., & Erfani, S. M. (2012). A survey on the Iranian ELT community’s attitudes to critical pedagogy. English Language Teaching, 5(2), 101–111. https://doi.org/10.5539/elt.v5n2p101
Dörnyei, Z., & Dewaele, J. M. (2022). Questionnaires in second language research. Routledge. http://dx.doi.org/10.4324/9781003331926-2
Freire, P. (1993). Pedagogy of the oppressed (M. B. Ramos, Trans.). Herder and Herder. (Original work published 1970). https://fsi-ebcao.princeton.edu/sites/g/files/toruqf1411/files/media/freire.pdf
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
Gilligan, C. (1993). In a different voice: Psychological theory and women’s development. Harvard university press.
Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. Bergin & Garvey.
Giroux, H. A. (2011). On critical pedagogy. Continuum.
Giroux, H. A. (2021). Paulo Freire’s pedagogy of hope revisited in turbulent times. Postcolonial Directions in Education, 10(2), 280–304.
Gutiérrez-Ujaque, D., & Degen, M. M. (2024). Beyond critical pedagogy of place: sensory-embodied learning through the university campus. Journal of Geography in Higher Education, 48(4), 537–556. https://doi.org/10.1080/03098265.2023.2267489
Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Hooks, B. (2003). Teaching community: A pedagogy of hope. Routledge. https://doi.org/10.4324/9780203957769
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185. https://doi.org/10.1007/BF02289447
Jiang, L., & Alizadeh, F. (2023). Community-based theatre: Critical pedagogy for promoting social connectedness recovery in the post-pandemic era. Cogent Arts & Humanities, 10(1), 1–16. https://doi.org/10.1080/23311983.2023.2198311
Johnson, B., & Mughal, R. (2024). Towards a critical pedagogy of trans-inclusive education in UK secondary schools. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2024.2326612
Kincheloe, J. L. (2008). Critical pedagogy primer. Peter Lang. https://doi.org/10.3726/978-1-4539-1455-7
Kumashiro, K. K. (2002). Troubling education: Queer activism and anti-oppressive pedagogy. Routledge. https://doi.org/10.4324/9780203819753
Lodge, W. (2021). Confronting repressive ideologies with critical pedagogy in science classrooms. Cultural Studies of Science Education, 16(2), 609–620. https://doi.org/10.1007/s11422-021-10047-7
Macalalag, A. Z., Jr., Kaufmann, A., Van Meter, B., Ricketts, A., Liao, E., & Ialacci, G. (2024). Socioscientific issues: promoting science teachers’ pedagogy on social justice. Disciplinary and Interdisciplinary Science Education Research, 6(1), 1–16. https://doi.org/10.1186/s43031-024-00118-4
Mahmoodarabi, M., & Khodabakhsh, M. R. (2015). Critical pedagogy: EFL teachers’ views, experience, and academic degrees. English Language Teaching, 8(6), 100–110. https://doi.org/10.5539/elt.v8n6p100
McLaren, P. (1995). White terror and oppositional agency: Towards a critical multiculturalism. In C. E. Sleeter & P. McLaren (Eds.), Multicultural Education, Critical Pedagogy, and the Politics of Difference (pp. 33–70). State University of New York Press.
McLaren, P., & Jandric, P. (2020). Postdigital dialogues on critical pedagogy, liberation theology and information technology. Bloomsbury Publishing.
McLaren, P. (2023). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano, & R. D. Torres (Eds.), The Critical Pedagogy Reader (pp. 69-96). Routledge.
Mendes, A. C. (2024). Unlearning imperialism through artistic remediation: A critical pedagogy approach. Critical Arts, 38(4-5), 140–158. https://doi.org/10.1080/02560046.2024.2312434
Morgan, H., & Parker, A. (2023). Sport-for-development, critical pedagogy and marginalised youth: Engagement, co-creation and community consciousness. Sport, Education and Society, 28(7), 741–754. https://doi.org/10.1080/13573322.2022.2075336
Norton, B., & Toohey, K. (2004). Critical pedagogies and language learning: An introduction. In B. Norton & K. Toohey (Eds.), Critical Pedagogies and Language Learning (pp. 1–18). Cambridge University Press. https://doi.org/10.1017/CBO9781139524834
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410600790
Pishvaei, V., & Kassaian, S. A. (2013). Design, construction, and validation of a critical pedagogy attitude questionnaire in Iran. Special Issue on Teaching and Learning, 2(2), 59–74.
Raubenheimer, J. (2004). An item selection procedure to maximize scale reliability and validity. SA Journal of Industrial Psychology, 30(4), 59–64. http://dx.doi.org/10.4102/sajip.v30i4.168
Roohani, A., Hashemian, M., & Haghparast, S. (2016). Validating a context-specific teacher critical pedagogy questionnaire. International Journal of Research, 5(4), 3–12. https://doi.org/10.5861/ijrsll.2015.1313
Sadker, D., & Zittleman, K. R. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it. Simon and Schuster.
Sahragard, R., Razmjoo, S. A., & Baharloo, A. (2014). The practicality of critical pedagogy from Iranian EFL instructors’ viewpoints: a cross sectional study. The International Journal of Critical Pedagogy, 5(2), 178–193.
Said, E. W. (1978). Orientalism. Pantheon Books.
Skelton, K. (2023). Counter-critical pedagogy: A manifesto. Critical Studies in Education, 65(4), 348–365. https://doi.org/10.1080/17508487.2023.2266522
Sofi-Karim, M. (2015). English language teaching in the Kurdistan Region of Iraq [Master’s thesis, Webster University]. Webster University Library. http://dx.doi.org/10.13140/RG.2.1.3494.2564
Soodmand Afshar, H., & Donyaie, S. (2019). English teachers’ perception of critical pedagogy: Any discrepancy between perception and actual classroom implementation? Applied Research on English Language, 8(1), 78–114. https://doi.org/10.22108/are.2018.112452.1341
Spivak, G. C. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the Interpretation of Culture (pp. 271–313). University of Illinois Press.
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
Velicer, W. F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41(3), 321–327. http://dx.doi.org/10.1007/BF02293557 Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin & E. Helmes (Eds.), Problems and Solutions in Human Assessment: Honoring Douglas N. Jackson at Seventy (pp. 41–71). Kluwer Academic Publishers.
Yilmaz, K. (2009). Elementary school teachers’ views about the critical pedagogy. The Asia-Pacific Education Researcher, 18(1), 139–149. http://dx.doi.org/10.3860/taper.v18i1.1042
Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99. https://doi.org/10.1177/0022487109347671
Zokaeieh, S., & Tahriri, A. (2016). The effect of critical language awareness on EFL learners’ writing ability. Iranian Journal of English for Academic Purposes, 5(2), 7–29. https://dor.isc.ac/dor/20.1001.1.24763187.2016.5.2.1.2 | ||
|
آمار تعداد مشاهده مقاله: 265 تعداد دریافت فایل اصل مقاله: 110 |
||