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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 81 – 100 of 111 81 COMMUNICATING CARE: A CRITICAL COMMUNICATION PEDAGOGY OF CARE IN THE UNIVERSITY CLASSROOM Cummins, Molly In: Dissertations (2014) BASE Show details 82 'Things fall apart so they can fall together': Uncovering the hidden side of writing a teaching award application McCormack, C; Vanags, Thea; Prior, R. - : Routledge, 2014 BASE Show details 83 Autoethnography as a research method: Advantages, limitations and criticisms Mariza G. Méndez In: Colombian Applied Linguistics Journal, Vol 15, Iss 2, Pp 279-287 (2014) (2014) BASE Show details 84 The transition from participation to facilitation of supervision: an autoethnography Maffia, Daniel V. In: Master's of Arts in Interpreting Studies (MAIS) Theses (2014) BASE Show details 85 ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics Lapidus, Alec; Kaveh, Yalda M.; Hirano, Mamiko In: Lapidus, Alec; Kaveh, Yalda M.; & Hirano, Mamiko. (2013). ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics. L2 Journal, 5(1). doi:10.5070/L25115889. Retrieved from: http://www.escholarship.org/uc/item/7b733911 (2013) BASE Show details 86 Politico-economic influence and social outcome of English language among Filipinos: An autoethnography ... Vasquez, Brian A.. - : Zenodo, 2013 BASE Show details 87 Politico-economic influence and social outcome of English language among Filipinos: An autoethnography ... Vasquez, Brian A.. - : Zenodo, 2013 BASE Show details 88 Mediation, internalization, and perezhivanie in second language learning: An autoethnographic case study of learning Mandarin as an L2 through Livemocha MOK, NELSON. - 2013 BASE Show details 89 Performing the new public school: embodied narratives in a Chicago charter school Ocon, Carmen. - 2013 BASE Show details 90 Ventriloqueer: Finding Voice in the Strange Boyhoods of Disney Princesses Pena, Camilo Enrique. - 2013 BASE Show details 91 My Chicano education : the importance of edgewalkers to the field of art education. Smith, Cassie Lynn. - 2013 BASE Show details 92 Confessing Takes Courage Lee, Karen V. In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 1 ; 5 (2012) BASE Show details 93 How Did I Get to Princess Margaret? (And How Did I Get Her to the World Wide Web?) Jones, Kip In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 8 ; 3 ; 9 (2012) BASE Show details 94 Dream. Drive. Do.: becoming that "someone like me" Forber-Pratt, Anjali. - 2012 BASE Show details 95 To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching Wilson, John, Tyler. - 2011 BASE Show details 96 On observing student silence Amundrud, Thomas. - : Sage Publications, 2011 BASE Show details 97 To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching Wilson, John, Tyler. - 2011 Abstract: Thesis (Master, Education) -- Queen's University, 2011-04-27 23:32:14.497 ; The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness (Freire, 1974). My research is focused on my experience of trying to put critical pedagogy theory into practice in the context of teaching a grade 11/12 high school class. In contrast to oppressive pedagogies that functioned to “prepare students for dominant or subordinate positions in the existing society” (McLaren, 1994, p. 191), as a critical pedagogue, I was guided by the goal of liberating the students in my class by raising their consciousness. However, when I attempted to put critical pedagogy into practice, I soon found myself reproducing an oppressive, transmission-style pedagogy. If the goal of critical pedagogy was to emancipate students by providing them with a transformative educational experience, why did I continue to view myself and my students in ways that were oppressive and paternalistic? Critiques of critical pedagogy (Ellsworth, 1989; Gore, 1993) offer important insight into this question. Yet, a limited amount of research had been performed into how dominant cultural myths about teaching (Britzman, 1986, 2003) inform teachers’ desires and efforts to put critical pedagogy theory into practice. My thesis aims to shed light on the relationship between critical pedagogy and cultural myths about teaching by examining the discursive roots and mythologies reflected in my desire to “make a difference” in the lives of my students with critical pedagogy. In exposing how pedagogy, desire, and identity intersect in complex, creative, and contradictory ways, my research makes visible one of the most difficult lessons that teachers who wish to educate for and from a critical consciousness have to learn: “That the sincerity of their intentions does not guarantee the purity of their practice” (Brookfield, p. 1). ; M.Ed. Keyword: Autoethnography; Critical Pedagogy; Critical Self-Reflection; Cultural Myths about Teaching; Deborah Brtizman URL: http://hdl.handle.net/1974/6459 BASE Hide details 98 A Chinese beginning teacher's professional identity transformation : an auto-ethnographic study Chen, Hongwei. - 2011 BASE Show details 99 Decolonizing Texts: A Performance Autoethnography Kumar, Hari stephen In: Masters Theses 1911 - February 2014 (2011) BASE Show details 100 “Unchartered" territory ; an autoethnographic perspective on establishing Georgia's first public two-way immersion school Giles, Dell Perry. - : uga, 2010 BASE Show details Page: 1 2 3 4 5 6

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