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1	OER in University Language Courses
	Ceciliano, Jenny
	In: World Languages and Literatures Faculty Publications and Presentations (2022)
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2	Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory
	Jacobs, Gloria E.; Castek, Jill; Harris, Kathy...
	In: Applied Linguistics Faculty Publications and Presentations (2022)
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3	The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
	Griswold, Andrea R
	In: Doctoral Dissertations (2022)
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4	The Maple Leaf’s Public Pedagogical Interaction with the Sexualized and Masculine Cultural Discourses of the Canadian Armed Forces
	Montague, Samantha. - : Brock University, 2021
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5	Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain
	Rivera-Ferre, Marta G.; Gallar, David; Calle-Collado, Ángel. - : Elsevier, 2021
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6	Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
	Feinauer Whiting, Erin; Feinauer, Erika
	In: Australian Journal of Teacher Education (2021)
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7	Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum
	Ceciliano, Jenny; Notman, Lisa
	In: World Languages and Literatures Faculty Publications and Presentations (2021)
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8	Γραμματισμός ενηλίκων μεταναστών σε διαπολιτισμικό περιβάλλον, ως κοινωνικο-πολιτική και πολυτροπική πρακτική -: Μια παιδαγωγική προσέγγιση θεμελιωμένη στη θεωρία του Paulo Freire ...
	Φίστα, Γλυκερία Ι.. - : Aristotle University of Thessaloniki, 2021
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9	Beliefs and Relationships Matter: Critical Pedagogy Tenets As A Foundation For Changing Teacher Practice
	GarcÃa, Luis Enrique RodrÃguez. - : East Carolina University, 2021
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10	Punk pedagogy: Teaching to confront intersecting discourses of domination
	Jagusch, David
	In: Master's Theses and Doctoral Dissertations (2021)
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11	Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
	Hayley Anne Cannizzo
	In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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12	Language Guerrillas: Signing Multilingualism into Action
	Angela H. Häusler
	In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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13	Towards a Culturally Sustaining Pedagogy: Learning from Black Teachers in Rural South Georgia
	Wood, Leslee
	In: Electronic Theses and Dissertations (2021)
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14	The Paradox Of Professional Teacher Agency And Accountability In Public Education: Using Autoethnography To Promote Reflexivity In Teachers And Raise Consciousness Of Agentic Beliefs And Values
	Hanson, Christopher T. F.. - 2021
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15	Searching for Meaning: Learning from Youth Workers' Lives, Formation and Profession in Austere Times - a Critical Narrative Interpretative Phenomenological Analysis
	BRIGHT, ALEXANDER,ROBERT,GRAHAM. - 2021
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16	Cariño Pedagogy: A Framework of Corazón
	Gutiérrez, Gabriel; Pearson, Ferial; Rodriguez-Arroyo, Sandra
	In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2021)
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17	Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
	Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
	Abstract: This study made an attempt to explore teachers’ perceptions of literacy, critical literacy, and their familiarity with the concept of critical literacy. It also examined teachers’ opinions about the implementation of critical literacy in ELT in general and in the Foundation Program in the Omani local context in particular. Factors shaping teachers’ views with regard to their pedagogical decisions and the possible interaction among those factors were also examined. The research questions of the present study called for an exploratory research design with a critical stance as opposed to a confirmatory one. This study was not intended to confirm any assumptions. It was, however, aimed at gaining a better understanding of critical literacy in the context of the study. Interviews were used as the main method of data collection as the aim was to examine multiple interpretations of critical literacy and the possibility of its incorporation in teaching practice. In addition, to ensure credibility and to probe the participants further for a better understanding about the nuance of their thoughts and complexity of teacher thinking and teaching practice, the interviews were conducted in two different phases. In the first phase, focus group interviews were conducted. To further check the opinions discussed during the focus group interviews and to elicit more data and opinions, the focus groups were followed by one-on-one interviews in a second phase. The key findings of this study suggest that literacy is a complex concept with different readings. Teachers’ approaches to literacy and their viewpoints about a CL-based pedagogy in the context did not necessarily align. Another finding is the novelty of critical literacy, and its potential to be confused with critical thinking. Participants of the study believed that it is legitimate to practice CL in ELT for the three reasons of: (a) today’s virtual habitat, (b) the impact of CL on intellectual growth, and (c) the contribution of CL to world peace. Despite the participants’ enthusiasm for the inclusion of CL in ELT, not all of them were inclined to incorporate CL in their own teaching. This opened a new window for exploring the concept of teacher belief and behaviour. The findings suggest the fact that the convergence of these two notions is governed by a complex nexus of intrinsic and extrinsic factors. The different degrees of convergence between teachers’ beliefs and their teaching practices can be attributed to these factors and their complex interaction seems to be responsible for teachers’ views and for teaching behaviour. This study illuminated the fact that CL is on the margin of ELT methodology, and for it to move to the centre of the classroom and be realized in teaching, the right context should be provided. Additionally, literacy should be viewed as a social practice, as adopting this view can facilitate the integration of CL within the education system. A deep and consistent understanding of the tenets of CL is imperative on the path towards its realization. Teacher training programs ought to include modules on critical aspects of pedagogy in their curricula. Another implication for this study is the outlook towards teacher belief and the fact that to change teaching practice, a change in belief is not sufficient as belief may not be enacted per se. This study suggests that for CL to be realized within an educational context, educators and policy makers need to go beyond the boundaries of their educational institution and critically analyse the socioeconomic pressures that impose on education. For this purpose, context should encompass the global policies and requirements for success as defined by the world market and how such policies situate education and, in consequence, the educators themselves.
	Keyword: critical literacy; critical pedagogy; higher education; literacy; Oman; reading comprehension
	URL: http://hdl.handle.net/10871/125432
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18	TOWARDS CRITICAL LITERACY IN KOREAN HIGH SCHOOL EFL CLASSROOMS: NARRATIVE INQUIRY INTO TEACHER EMOTIONS AND THE USE OF CRITICAL MATERIALS
	Jung, Hyeyoung. - : University of Hawai'i at Manoa, 2021
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19	Homeless in Hawai‘i: Developing Critical Materials for an Intensive English Program
	Otto, Jeffrey. - 2021
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20	Equitable Pre-College Engineering Education: Teaching with Racism in Mind
	Holly Jr, James
	In: Journal of Pre-College Engineering Education Research (J-PEER) (2021)
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