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  • The Whakatane Community Hub
    These downloads begin with the final stage of the project - the design of two facilities - one a building rehab, the other, a green-field site. The designs were completed over a three month period by students and lecturers at the Unitec School of Architecture in Auckland, working closely with…
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    in Critical Design Praxis Read 602954 times
  • Critical Pedagogy: Where Are We Now? - A Book Review
               A critical Book Review of Peter Mclaren and Joe Kincheloe's 2007 book, Critical Pedagogy: Where Are We Now? Title: Critical Pedagogy: Where Are We Now?Author(s): Peter Mclaren and Joe L. KincheloePublisher: Peter Lang Publishing, New YorkISBN: 0820481475Pages: 411,Year:  2007.    To download the PDF click…
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    in Critical Education Theory Read 567940 times
  • Critical Theory in a Bicultural Tertiary Environment
    This is a copy of a presentation I gave at the Malcolm Murchie and Hiko o Hohepa Lecture Series at the Waiariki Institute of Technology in Rotorua, New Zealand on 9th August, 2012. That presentation - Critical Theory in a Bicultural; Tertiary Education Environment was the culmination and integration of…
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    in Critical Education Theory Read 278512 times
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This paper is a sequel to an earlier invited presentation given on the 9th August 2012 at the Waiariki Institute of Technology in Rotorua, New Zealand, titled" Critical Theory in a Bicultural Tertiary Environment and available as a freely downloadable PDF. That paper took a broad view of both Education, Critical Theory and their combination as Critical Pedagogy (as well as offering a critical analysis of Biculturalism). In response, several people contacted me asking for a more detailed accounting of what a critical theory application to teaching/learning might look like in the classroom. This paper  is a response to those requests. It has a much narrower focus. It suggests that our schools are in a state of chronic failure that has been the cause of many of the global crises we now face. It points out that we all tend unconsciously to reproduce the pedagogies by which we were taught and suggests that these are no longer viable in the face of impending global crises. It maps out the kinds of classroom practices and interactions that we need to develop if we are to develop  citizens who have  not only the technical skills, but also the critical awareness, the sensitivity, the capacity for compassion and relationship building if they and their children are to survive with dignity into a peaceful future. And finally it calls for a concerted programme of teacher professional development to assist teachers to make the necessary transition to a more viable pedagogical practice.
 

 

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