Araştırma Makalesi
BibTex RIS Kaynak Göster

Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması

Yıl 2024, Cilt: 44 Sayı: 1, 467 - 496, 30.04.2024

Ayhan Ural

https://doi.org/10.17152/gefad.1328583

Öz

Bu çalışmanın amacı, eleştirel pedagojinin özelliklerine ilişkin bir envanter oluşturmaktır. Betimsel bir çalışma olan araştırmada, Delphi tekniği ve literatür taraması -dökümün analizi- kullanılmıştır. Araştırmada çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden maksimim çeşitliliğe dayalı amaçlı örnekleme yöntemi kullanılarak 24 katılımcının görüşlerinden yararlanılmıştır. İki oturum sonucu toplanan araştırma verileri içerik analizi yöntemi ile çözümlenerek verilerde açıkça görülmeyen özellikler; tema, kod ve kategoriler -sınıflamalar- aracılığıyla ortaya çıkartılmıştır. Çözümlenen veriler, eleştirel pedagojinin temel kaynaklarındaki eleştirel pedagojinin temel özellikleri ile birlikte değerlendirilerek 43 özelliğin yer aldığı bir eleştirel pedagoji envanteri oluşturulmuştur.

Anahtar Kelimeler

Freireyen pedagoji Eleştirel pedagoji Eleştirel pedagojinin özellikleri Delphi tekniği Eleştirel pedagoji envanteri.

Kaynakça

  • Allman, P. (2001). Critical education against global capitalism: Karl Marx and revolutionary critical education. Bergin & Garvey Westport.
  • Apple, M. W. (1982). Education and power. Routledge and Kegan Paul.
  • Apple, M. W., & Au, W. W. (2014). Book description. In M. W. Apple & W. W. Au (Eds.). Critical education. Routledge, Taylor & Francis Group.
  • Apple, M. W., Au, W. W, & Gandin, L. A. (2009). Mapping critical education. In M. W. Apple, W. W. Au & L. A. Gandin (Eds.). The routledge international handbook of critical education. Routledge, Taylor & Francis Group.
  • Apple, M. W., & Au, W. W. (2009). Politics, theory, and reality in critical pedagogy. In R. Cowen & A. M. Kazamias (Eds.) International handbook of comparative education (1st ed., pp. 991-1007). Springer.
  • Aronowitz, S. (2013). Introduction: Paulo Freire’s pedagogy: Not mainly a teaching method. In R. Lake & T. Kress (Eds). Paulo Freire’s intellectual roots toward historicity in praxis. Bloomsbury.
  • Assoun, P. L. (2012). Frankfurt okulu (I. Ergüder, Çev.). Dost Kitabevi Yayınları.
  • Au, W. W., & Apple, M. W. (2007). Reviewing policy: Freire, critical education, and the environmental crisis. Educational Policy, (21), 457-470. https://doi.org/10.1177/0895904806289265.
  • Au, W. W. (2018). A Marxist education: Learning to change the world. Chicago, Haymarket Books.
  • Bartlett, L. (2005). Dialogue, knowledge, and teacher-student relations: Freirean pedagogy in theory and practice. Comparative Education Review, (49), 344-364. https://doi.org/10.1086/430261.
  • Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literatüre reviews. Review of General Psychology, 1(3), 311-320. https://doi.org/10.1037/1089-2680.1.3.311.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open (2), 8-14. https://doi.org/10.1016/j.npls.2016.01.001.
  • Berner, H. (2013). Pedagojide güncel akımlar (Z. Uludağ, Ç. Uğursal & Nevzat Bakır, Çev.). Nobel.
  • Berthoff, A. E. (1990). Paulo Freire’s liberation pedagogy. Language Arts. 67(4), 362–369. https://www.jstor.org/stable/41961745.
  • Blackburn, J. (2000). Understanding Paulo Freire: Reflections on the origins, concepts, and possible pitfalls of his educational approach. Community Development Journal (35): 3-15. https://www.jstor.org/stable/44258814.
  • Bowers, C A. (1987). Elements of a post-liberal theory of education. Teachers College.
  • Breunig, M. (2005). Turning experiential education and critical pedagogy: Theory Into praxis. Journal of Experiential Education, 28(2), 106-122. https://doi.org/10.1177/105382590502800205.
  • Breunig, M. (2006). Critical pedagogy as praxis. Published Heritage Branch.
  • Breunig, M. (2011). Problematizing critical pedagogy. The International Journal of Critical Pedagogy, (3), 2-23. https://www.marybreunig.com/assets/files/Problematizing%20Critical%20Pedagogy.pdf.
  • Brookfield, S. (2003). Putting the critical back into critical pedagogy: A Commentary on the Path of Dissent. Journal of Transformative Education, 1(2), 141-149. https://doi.org/10.1177/1541344603001002007.
  • Brosio, R. A. (2000). Philosophical scaffolding for the construction of critical democratic education. Peter Lang.
  • Burbules, N. S. (1986). A theory of power in education. Educational Theory, 36, 95-114. https://doi.org/10.1111/j.1741-5446.1986.00095.x.
  • Burbules, N. S. (2000). The limits of dialogue as a critical pedagogy. In P. P. Trifonas (Ed.) Revolutionary pedagogies (1st ed., pp. 251-273). Routledge, Taylor & Francis Group.
  • Cammarota, J. (2012). Working to awaken: Educators and critical consciousness. In L. G. Denti & P. A. Whang (Eds.) Rattling chains: Exploring social justice in education (1st. ed., pp. 7-12). Sense.
  • Cevizci, A. (2011). Eğitim felsefesi. Say.
  • Cho, S. (2012). Critical pedagogy and social change: Critical analysis on the language of possibility. Routledge.
  • Cho, S. (2014). Core concepts of critical pedagogy: Theory in context. Routledge.
  • Collingwood, R. G. (2022). Felsefi yöntem üzerine bir deneme (M. Çetin, Çev.). Ayrıntı.
  • Crabtree, B. F., & Miller, W. L. (1999). Doing qualitative research. Sage.
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River.
  • Dalkey, N. C. & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9(3), 458–467. https://www.rand.org/content/dam/rand/pubs/research_memoranda/2009/RM727.1.pdf.
  • Darder, A. (2002). Reinventing Paulo Freire: Pedagogy of love. Westview Press.
  • Darder, A., Marta B., & Torres, R. (2003). Critical pedagogy: An introduction. In A. Darder, M. Baltodano & R. Torres (Eds), The critical pedagogy reader (1st. ed., pp. 1-23). Routledge.
  • Darder, A. (2005). What is critical pedagogy? In W. Hare & J. P. Portelli (Eds.) Key questions for educators (1st. ed., pp. 113-117). Caddo Gap.
  • Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning: A guide to nominal group and Delphi processes. Scott, Foresman & Company.
  • Dewey, J. (1916). Democracy and education. Free.
  • Dewey, J. (1938). Experience and education. Macmillan Company.
  • Educational Theory. (1985). From the reviewers. In The politics of education: Culture, power and liberation. Paulo Freire.
  • Eleştirel Pedagoji. (2023). Eleştirel pedagoji dergisi. http://www.elestirelpedagoji.com.
  • Elias, J. L. (1974). Social earning and Paulo Freire. The Journal of Educational Though. 8(1), 5-14. https://www.jstor.org/stable/23768228.
  • Ellsworth, E. A. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, (59), 297-324. https://mariaacaso.es/wp-content/uploads/2017/07/56fb22eadc6312a9894c7ad84547022b.pdf.
  • Filax, G. (1997). Resisting resistors: Resistance in critical pedagogy classrooms. The Journal of Educational Thought, 31(3), 259–70. https://www.jstor.org/stable/23767343.
  • Freire, P. (1973). Education for critical consciousness. Seabury.
  • Freire, P. (1978). Pedagogy in Process: The Letters to Guinea-Bisseau. Seabury. New York.
  • Freire, P. (1979). Conscientização: Teoria e prática da libertação. Uma introdução ao Pensamento de Paulo Freire. Cortez & Moraes.
  • Freire, P. (1985). The politics of education: Culture, power, and liberation. Bergin & Garvey. Connecticut.
  • Freire, P. (1993). Pedagogy of the city. Continuum.
  • Freire, P. (1994). Pedagogy of hope. Reliving pedagogy of the pressed. Continuum.
  • Freire, P. (2019). Özgürlüğün pedagojisi: Etik, demokrasi ve medeni cesaret (G. Kurt Gevinç, Çev.). Yordam.
  • Fischman, G. E., & McLaren, P. (2005). Rethinking critical pedagogy and the gramscian and freirean legacies: From organic to committed ıntellectuals or critical pedagogy, commitment, and praxis. Cultural Studies Critical Methodologies, 5(4), 425-446. https://doi.org/10.1177/15327086052797.
  • Gadotti. M. (1994). Reading Paulo Freire: His life and work. London, State University of New York Press. Gazi Üniversitesi. (2023). Eğitim yönetimi anabilim dalı doktora programı dersprogramı.https://gef-egitimbilimleri-egitimyonetimi.gazi.edu.tr/view/page/28534.
  • Giroux, H. A. (2001). Theory and resistance in education. Bergin & Garvey Westport.
  • Giroux, H. A. (1997). Pedagogy and the politics of hope: theory, culture, and school. Routledge.
  • Giroux, H. A. (1985): Introduction. In F. Paulo (Ed.) The politics of education: Culture, power, and liberation. Bergin & Garvey Westport.
  • Giroux, H. A. (1981). Ideology, culture, and the process of schooling. Temple University Press.
  • Gordon, B. M. (1985). Critical and emancipatory pedagogy: An annotated bibliography of sources for teachers. Social Education, 49(5), 400-402. https://eric.ed.gov/?id=EJ317526.
  • Gore, J. M. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. Routledge.
  • Gottesman, I. (2016). The critical turn in education: From Marxist critique to poststructuralist feminism to critical theories of race. Taylor & Francis.
  • Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review, 56(4), 427-442. https://sites.middlebury.edu/teachingandwriting/files/2014/08/MaxineGreene.pdf.
  • Guilherme, M. (2002). Critical citizens for an ıntercultural world: Foreign language education as cultural politics. Cromwel.
  • Gur-Ze’ev, I. (1998). Towards a nonrepressive critical pedagogy. Educational Theory (48), 463-486. https://doi.org/10.1111/j.1741-5446.1998.00463.x.
  • Harmon, Maryellen C. (1975). Paulo Freire: implications for a theory of pedagogy. [Doctoral thesis, University of Massachusetts Amhers. Doctoral Dissertations: 1896].
  • Hodgkins, A. P. (2008). A critical analysis of freirean pedagogy: The case of development in northern canada. Journal of Transformative Education 6(4), 302. https://doi.org/10.1177/1541344608322914.
  • hooks, b. (1990). Yearning: Race, gender, and cultural politics. South End.
  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
  • hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.
  • Joldersma, C. W. (2001). The tension between justice and freedom in Paulo Freire’s epistemology. Journal of Educational Thought, 35(2), 129-148. https://www.jstor.org/stable/23767150.
  • Kanpol, B. (1997). Issues and trends in critical pedagogy. Hampton.
  • Kanpol, B. (1998). Critical pedagogy for beginning teachers: The movement from despair to hope. Journal of Critical Pedagogy, 2(1). https://foundations301.files.wordpress.com/2009/11/critical-pedagogy-for-beginning-teachers.pdf https://users.monash.edu.au/~dzyngier/Critical%20Pedagogy%20For%20Beginning%20Teachers%20Barry%20Kanpol.htm
  • Kanpol, B. (1999). Critical pedagogy: An introduction. Bergin & Garvey, Westport.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel.
  • Kaymak, M. (2021). Özgürlüğe ve pedagojiye adanmış bir yaşam: Paulo Freire. Mektepli Gazete, Tebeşir Bülten, (14), 4-5. https://www.academia.edu/49126465/Özgürlüğe_ve_Pedagojiye_Adanmış_Bir_Yaşam_Paulo_Freire.
  • Kincheloe, J. L. (2018). Eleştirel pedagoji (K. İnal, Çev.). Yeni İnsan.
  • Kincheloe, J. L. (2004). Critical pedagogy. Peter Lang.
  • Krank, H. M., & Steiner, S. F. (2000). A Pedagogy of transformation: An ındoktrion. In S. F. Steiner, H. M. Krank, P. McLaren & R. E. Bahruth (Eds.). Freirean pedagogy, praxis, and possibilities. Falmer Press.
  • Krech, D., & Crutchfield, R. S. (1967). Sosyal psikoloji: Teori ve sorunlar (E. Güçbilmez & O. Onaran, Çev.). Sevinç. Lather, P. (1998). Critical pedagogy and its complicities: A praxis of stuck places. Educational Theory, 48(4), 487-497. https://doi.org/10.1111/j.1741-5446.1998.00487.x.
  • Leistyna, P., & Woodrum, A. (1996). What is critical pedagogy? In P. Leistyna, A. Woodrum & S. A. Sherblom (Eds.). Breaking free: The transformative power of critical pedagogy. Harvard Educational Review.
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22, 5-55. https://psycnet.apa.org/record/1933-01885-001.
  • Liston, D. P., & Zeichner, K. M. (1987). Critical pedagogy and teacher education. Journal of Education, (169), 117-137. https://files.eric.ed.gov/fulltext/ED295937.pdf.
  • Macedo, D. (2022). The centrality of conscientization in critical pedagogy. In K. J. Saltman & N. Nguyen (Eds.). Handbook of critical approaches to politics and policy of education. Routledge.
  • Machi, L. A., & McEvoy, B. T. (2016). The literature review: Six steps to success. Sage.
  • Mayo, P. (2004). Liberating praxis: Paulo Freire’s legacy for radical education and politics. Sense.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
  • McArthur, J. (2010). Achieving social justice within and through higher education: The challenge for critical pedagogy. Teaching in Higher Education, 15(5), 493-504. https://doi.org/10.1080/13562517.2010.491906.
  • McCulloch, G. (2004). Documentary research in education, history and the social sciences. Routledge Falmer.
  • McLaren, P. (1989). Life in schools. Longman.
  • McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern age. Routledge.
  • McLaren, P. (2000). Paulo Freire’s pedagogy of possibility. In S. Steiner, H. Krank, P. McLaren & R. Bahruth (Eds.). Freirean pedagogy, praxis, and possibilities. Falmer.
  • McLaren, P. (2002). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano & R. D. Torres (Eds.), The critical pedagogy reader (1st ed., pp. 69-96). Routlege/Falmer.
  • Neuban, L. W. (2006). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (S. Özge, Çev.). Yayınodası.
  • Patton, M. Q. (2002). Qualitative evaluation and research methods. SAGE.
  • Patton, M. Q. (2017). Pedagogical principles of evaluation: Interpreting Freire. In M. Q. Patton (Ed.), Pedagogy of evaluation: New directions for evaluation, Number 155 (1st ed., pp. 49–77). Wiley.
  • Perry, P. H. (2000). Knowledge as transformation of consciousness through action and reflection. Counterpoints, (101), 15–36. https://www.jstor.org/stable/42975871.
  • Philpot, R. (2015). Critical pedagogies in PETE: An Antipodean perspective. Journal of Teaching in Physical Education, 34(2), 316-332. https://doi.org/10.1123/jtpe.2014-0054.
  • Porfilio, B. J., & Ford, D. R. (2015). Schools and/as barricades. In B. J. Porfilio & D. R. Ford (Eds.) Leaders in critical pedagogy: Narratives for understanding and solidarity. Sense.
  • Powell, C. (2003). The Delphi technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376-382. https://doi.org/10.1046/j.1365-2648.2003.02537.x.
  • Quantz, R. A. (2015). Sociocultural studies in education: Critical thinking for democracy. Paradigm.
  • Rikowski, G. (2011). Marksist eğitim kuramı ve radikal pedagoji (C. Atay, Çev.) Kalkedon Yayınları.
  • Rikowski, G. (2004). Marx and the education of the future. Policy Futures in Education, 2(3-4), 565-577. https://doi.org/10.2304/pfie.2004.2.3.10.
  • Roberts, P. (2010). Paulo Freire in the 21st century: Education, dialogue, and transformation. Paradigm.
  • Ruiz, B. M., & Fernández-Balboa, J. (2005). Physical education teacher educators' personal perspectives regarding their practice of critical pedagogy. Journal of Teaching in Physical Education, (24), 243-264. https://www.researchgate.net/publication/296946291_Physical_education_teacher_educators%27_personal_perspectives_regarding_their_practice_of_critical_pedagogy.
  • Schugurensky, D. (1998). The legacy of Paulo Freire: A critical review of his contributions. Convergence, (31), 17-29. https://www.researchgate.net/publication/234755968_The_Legacy_of_Paulo_Freire_A_Critical_Review_of_His_Contributions.
  • Schugurensky, D. (2011). Paulo Freire. Bloomsbury.
  • Sever, M. (2010). Critical qualitative research in education: Notes from the field [Doctoral thesis, The University at Buffalo]. Ankara Üniversitesi. https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/34536/MSeverDissertation.pdf?sequence=1.
  • Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Greenwood.
  • Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. The University of Chicago Press.
  • Shudak, N J. (2014). The re-emergence of critical pedagogy: A three-dimensional framework for teacher education in the age of teacher effectiveness. Creative Education (5), 989-999. https://www.researchgate.net/publication/271293033_The_Re-Emergence_of_Critical_Pedagogy_A_Three-Dimensional_Framework_for_Teacher_Education_in_the_Age_of_Teacher_Effectiveness.
  • Shudak, N., & Avoseh, M. (2015). Freirean-based critical pedagogy: The challenges of limit-situations and critical transitivity. Creative Education, (6), 463-471. https://doi.org/10.4236/ce.2015.64046.
  • Simon, R. I. (1987). Empowerment as a pedagogy of possibility. Language Arts, 64(4), 370-382. https://www.jstor.org/stable/41961618.
  • Simon, R. I. (1992). Teaching against the grain: Texts for a pedagogy of possibility. Bergin & Garvey.
  • Straubhaar, R. (2019). Constructing a relevant contemporary philosophy of education: Explorations of a freirean scholar. Intersections: Critical Issues in Education, (13):1-6. https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1058&context=intersections.
  • Taylor, P. V. (1993). The texts of Paulo Freire. Open University Press.
  • Torres, C. A. (2008). Paulo Freire and social justice education: An introduction. In C. A. Torres & P. Noguera (Eds.). Social justice education for teachers: Paulo Freire and the possible dream (1st. ed., pp. 1-11). Sense.
  • Travers, M. (2001). Qualitative research through case studies. SAGE.
  • Ural, A., & Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Detay.
  • Ural, A., & Ağar, A. N. (2019, July, 3-6). The importance of “Journal of Critical Pedagogy” for critical pedagogy studies in Turkey [Conference session]. IX Internatıonal Conference On Crıtıcal Educatıon, University of Naples Federico II & Accademia di Belle Arti, Naples, Italy.
  • Ural, A. (2020, 26 Mayıs). Eleştirel pedagojinin ne’liği üzerine. Nirvana Sosyal Bilimler Sitesi. http://www.nirvanasosyal.com/h-684-nazmiye-hazarin-gazi-universitesi-gazi-egitim-fakultesi-ogretim-uyesi-dr-ayhan-ural-ile-elestirel-pe.html.
  • Ural, A., & Öztürk, A. (2020). A transformative experience: The ınfluence of critical pedagogy studies on teachers. Journal for Critical Education Policy Studies. 18(2), 159-195. http://www.jceps.com/archives/9263.
  • Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(I), 93-112. https://doi.org/10.1177/0739456X17723971
  • Wulf, C. (2010). Eğitim bilimi (H. H. Aksoy, H. Özden-Aras & A. Kayahan, Çev.). Dipnot.
  • Villanueva, C., & O’Sullivan, C. (2019). Analyzing the degree of consensus in current academic literature on critical pedagogy. Scenario: A Journal of Performative Teaching, Learning, Research, (2), 70-90. https://www.researchgate.net/publication/337872639_Analyzing_the_Degree_of_Consensus_in_Current_Academic_Literature_on_Critical_Pedagogy.
  • Yıldırım, C. (1991). Bilim felsefesi. Remzi.
  • Yılmaz, E. (2008). Bir dil bilgisi terimi/kavramı olan nitelik ve özellik eş anlamlı mıdır? Dil Araştırmaları Dergisi, 3, 41-45. https://dergipark.org.tr/en/download/article-file/54656.

An Inventory Study on the Characteristics of Critical Pedagogy

Yıl 2024, Cilt: 44 Sayı: 1, 467 - 496, 30.04.2024

Ayhan Ural

https://doi.org/10.17152/gefad.1328583

Öz

The aim of this study is to create an inventory of the features of critical pedagogy. Delphi technique and literature review - analysis of the document- were used in the research, which is a descriptive study. In the research, the opinions of 24 participants were used by using the purposive sampling method based on maximum diversity, which is one of the purposive sampling methods. The research data collected as a result of two sessions were analyzed by content analysis method and the features that were not clearly seen in the data were revealed through themes, codes and categories –classifications-. The analyzed data were evaluated together with the basic features of critical pedagogy in the main sources of critical pedagogy, and a critical pedagogy inventory was created with 43 features.

Anahtar Kelimeler

Freireian pedagogy Critical pedagogy Features of critical pedagogy Delphi technique Critical pedagogy inventory.

Kaynakça

  • Allman, P. (2001). Critical education against global capitalism: Karl Marx and revolutionary critical education. Bergin & Garvey Westport.
  • Apple, M. W. (1982). Education and power. Routledge and Kegan Paul.
  • Apple, M. W., & Au, W. W. (2014). Book description. In M. W. Apple & W. W. Au (Eds.). Critical education. Routledge, Taylor & Francis Group.
  • Apple, M. W., Au, W. W, & Gandin, L. A. (2009). Mapping critical education. In M. W. Apple, W. W. Au & L. A. Gandin (Eds.). The routledge international handbook of critical education. Routledge, Taylor & Francis Group.
  • Apple, M. W., & Au, W. W. (2009). Politics, theory, and reality in critical pedagogy. In R. Cowen & A. M. Kazamias (Eds.) International handbook of comparative education (1st ed., pp. 991-1007). Springer.
  • Aronowitz, S. (2013). Introduction: Paulo Freire’s pedagogy: Not mainly a teaching method. In R. Lake & T. Kress (Eds). Paulo Freire’s intellectual roots toward historicity in praxis. Bloomsbury.
  • Assoun, P. L. (2012). Frankfurt okulu (I. Ergüder, Çev.). Dost Kitabevi Yayınları.
  • Au, W. W., & Apple, M. W. (2007). Reviewing policy: Freire, critical education, and the environmental crisis. Educational Policy, (21), 457-470. https://doi.org/10.1177/0895904806289265.
  • Au, W. W. (2018). A Marxist education: Learning to change the world. Chicago, Haymarket Books.
  • Bartlett, L. (2005). Dialogue, knowledge, and teacher-student relations: Freirean pedagogy in theory and practice. Comparative Education Review, (49), 344-364. https://doi.org/10.1086/430261.
  • Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literatüre reviews. Review of General Psychology, 1(3), 311-320. https://doi.org/10.1037/1089-2680.1.3.311.
  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open (2), 8-14. https://doi.org/10.1016/j.npls.2016.01.001.
  • Berner, H. (2013). Pedagojide güncel akımlar (Z. Uludağ, Ç. Uğursal & Nevzat Bakır, Çev.). Nobel.
  • Berthoff, A. E. (1990). Paulo Freire’s liberation pedagogy. Language Arts. 67(4), 362–369. https://www.jstor.org/stable/41961745.
  • Blackburn, J. (2000). Understanding Paulo Freire: Reflections on the origins, concepts, and possible pitfalls of his educational approach. Community Development Journal (35): 3-15. https://www.jstor.org/stable/44258814.
  • Bowers, C A. (1987). Elements of a post-liberal theory of education. Teachers College.
  • Breunig, M. (2005). Turning experiential education and critical pedagogy: Theory Into praxis. Journal of Experiential Education, 28(2), 106-122. https://doi.org/10.1177/105382590502800205.
  • Breunig, M. (2006). Critical pedagogy as praxis. Published Heritage Branch.
  • Breunig, M. (2011). Problematizing critical pedagogy. The International Journal of Critical Pedagogy, (3), 2-23. https://www.marybreunig.com/assets/files/Problematizing%20Critical%20Pedagogy.pdf.
  • Brookfield, S. (2003). Putting the critical back into critical pedagogy: A Commentary on the Path of Dissent. Journal of Transformative Education, 1(2), 141-149. https://doi.org/10.1177/1541344603001002007.
  • Brosio, R. A. (2000). Philosophical scaffolding for the construction of critical democratic education. Peter Lang.
  • Burbules, N. S. (1986). A theory of power in education. Educational Theory, 36, 95-114. https://doi.org/10.1111/j.1741-5446.1986.00095.x.
  • Burbules, N. S. (2000). The limits of dialogue as a critical pedagogy. In P. P. Trifonas (Ed.) Revolutionary pedagogies (1st ed., pp. 251-273). Routledge, Taylor & Francis Group.
  • Cammarota, J. (2012). Working to awaken: Educators and critical consciousness. In L. G. Denti & P. A. Whang (Eds.) Rattling chains: Exploring social justice in education (1st. ed., pp. 7-12). Sense.
  • Cevizci, A. (2011). Eğitim felsefesi. Say.
  • Cho, S. (2012). Critical pedagogy and social change: Critical analysis on the language of possibility. Routledge.
  • Cho, S. (2014). Core concepts of critical pedagogy: Theory in context. Routledge.
  • Collingwood, R. G. (2022). Felsefi yöntem üzerine bir deneme (M. Çetin, Çev.). Ayrıntı.
  • Crabtree, B. F., & Miller, W. L. (1999). Doing qualitative research. Sage.
  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River.
  • Dalkey, N. C. & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9(3), 458–467. https://www.rand.org/content/dam/rand/pubs/research_memoranda/2009/RM727.1.pdf.
  • Darder, A. (2002). Reinventing Paulo Freire: Pedagogy of love. Westview Press.
  • Darder, A., Marta B., & Torres, R. (2003). Critical pedagogy: An introduction. In A. Darder, M. Baltodano & R. Torres (Eds), The critical pedagogy reader (1st. ed., pp. 1-23). Routledge.
  • Darder, A. (2005). What is critical pedagogy? In W. Hare & J. P. Portelli (Eds.) Key questions for educators (1st. ed., pp. 113-117). Caddo Gap.
  • Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning: A guide to nominal group and Delphi processes. Scott, Foresman & Company.
  • Dewey, J. (1916). Democracy and education. Free.
  • Dewey, J. (1938). Experience and education. Macmillan Company.
  • Educational Theory. (1985). From the reviewers. In The politics of education: Culture, power and liberation. Paulo Freire.
  • Eleştirel Pedagoji. (2023). Eleştirel pedagoji dergisi. http://www.elestirelpedagoji.com.
  • Elias, J. L. (1974). Social earning and Paulo Freire. The Journal of Educational Though. 8(1), 5-14. https://www.jstor.org/stable/23768228.
  • Ellsworth, E. A. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, (59), 297-324. https://mariaacaso.es/wp-content/uploads/2017/07/56fb22eadc6312a9894c7ad84547022b.pdf.
  • Filax, G. (1997). Resisting resistors: Resistance in critical pedagogy classrooms. The Journal of Educational Thought, 31(3), 259–70. https://www.jstor.org/stable/23767343.
  • Freire, P. (1973). Education for critical consciousness. Seabury.
  • Freire, P. (1978). Pedagogy in Process: The Letters to Guinea-Bisseau. Seabury. New York.
  • Freire, P. (1979). Conscientização: Teoria e prática da libertação. Uma introdução ao Pensamento de Paulo Freire. Cortez & Moraes.
  • Freire, P. (1985). The politics of education: Culture, power, and liberation. Bergin & Garvey. Connecticut.
  • Freire, P. (1993). Pedagogy of the city. Continuum.
  • Freire, P. (1994). Pedagogy of hope. Reliving pedagogy of the pressed. Continuum.
  • Freire, P. (2019). Özgürlüğün pedagojisi: Etik, demokrasi ve medeni cesaret (G. Kurt Gevinç, Çev.). Yordam.
  • Fischman, G. E., & McLaren, P. (2005). Rethinking critical pedagogy and the gramscian and freirean legacies: From organic to committed ıntellectuals or critical pedagogy, commitment, and praxis. Cultural Studies Critical Methodologies, 5(4), 425-446. https://doi.org/10.1177/15327086052797.
  • Gadotti. M. (1994). Reading Paulo Freire: His life and work. London, State University of New York Press. Gazi Üniversitesi. (2023). Eğitim yönetimi anabilim dalı doktora programı dersprogramı.https://gef-egitimbilimleri-egitimyonetimi.gazi.edu.tr/view/page/28534.
  • Giroux, H. A. (2001). Theory and resistance in education. Bergin & Garvey Westport.
  • Giroux, H. A. (1997). Pedagogy and the politics of hope: theory, culture, and school. Routledge.
  • Giroux, H. A. (1985): Introduction. In F. Paulo (Ed.) The politics of education: Culture, power, and liberation. Bergin & Garvey Westport.
  • Giroux, H. A. (1981). Ideology, culture, and the process of schooling. Temple University Press.
  • Gordon, B. M. (1985). Critical and emancipatory pedagogy: An annotated bibliography of sources for teachers. Social Education, 49(5), 400-402. https://eric.ed.gov/?id=EJ317526.
  • Gore, J. M. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. Routledge.
  • Gottesman, I. (2016). The critical turn in education: From Marxist critique to poststructuralist feminism to critical theories of race. Taylor & Francis.
  • Greene, M. (1986). In search of a critical pedagogy. Harvard Educational Review, 56(4), 427-442. https://sites.middlebury.edu/teachingandwriting/files/2014/08/MaxineGreene.pdf.
  • Guilherme, M. (2002). Critical citizens for an ıntercultural world: Foreign language education as cultural politics. Cromwel.
  • Gur-Ze’ev, I. (1998). Towards a nonrepressive critical pedagogy. Educational Theory (48), 463-486. https://doi.org/10.1111/j.1741-5446.1998.00463.x.
  • Harmon, Maryellen C. (1975). Paulo Freire: implications for a theory of pedagogy. [Doctoral thesis, University of Massachusetts Amhers. Doctoral Dissertations: 1896].
  • Hodgkins, A. P. (2008). A critical analysis of freirean pedagogy: The case of development in northern canada. Journal of Transformative Education 6(4), 302. https://doi.org/10.1177/1541344608322914.
  • hooks, b. (1990). Yearning: Race, gender, and cultural politics. South End.
  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
  • hooks, b. (2003). Teaching community: A pedagogy of hope. Routledge.
  • Joldersma, C. W. (2001). The tension between justice and freedom in Paulo Freire’s epistemology. Journal of Educational Thought, 35(2), 129-148. https://www.jstor.org/stable/23767150.
  • Kanpol, B. (1997). Issues and trends in critical pedagogy. Hampton.
  • Kanpol, B. (1998). Critical pedagogy for beginning teachers: The movement from despair to hope. Journal of Critical Pedagogy, 2(1). https://foundations301.files.wordpress.com/2009/11/critical-pedagogy-for-beginning-teachers.pdf https://users.monash.edu.au/~dzyngier/Critical%20Pedagogy%20For%20Beginning%20Teachers%20Barry%20Kanpol.htm
  • Kanpol, B. (1999). Critical pedagogy: An introduction. Bergin & Garvey, Westport.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel.
  • Kaymak, M. (2021). Özgürlüğe ve pedagojiye adanmış bir yaşam: Paulo Freire. Mektepli Gazete, Tebeşir Bülten, (14), 4-5. https://www.academia.edu/49126465/Özgürlüğe_ve_Pedagojiye_Adanmış_Bir_Yaşam_Paulo_Freire.
  • Kincheloe, J. L. (2018). Eleştirel pedagoji (K. İnal, Çev.). Yeni İnsan.
  • Kincheloe, J. L. (2004). Critical pedagogy. Peter Lang.
  • Krank, H. M., & Steiner, S. F. (2000). A Pedagogy of transformation: An ındoktrion. In S. F. Steiner, H. M. Krank, P. McLaren & R. E. Bahruth (Eds.). Freirean pedagogy, praxis, and possibilities. Falmer Press.
  • Krech, D., & Crutchfield, R. S. (1967). Sosyal psikoloji: Teori ve sorunlar (E. Güçbilmez & O. Onaran, Çev.). Sevinç. Lather, P. (1998). Critical pedagogy and its complicities: A praxis of stuck places. Educational Theory, 48(4), 487-497. https://doi.org/10.1111/j.1741-5446.1998.00487.x.
  • Leistyna, P., & Woodrum, A. (1996). What is critical pedagogy? In P. Leistyna, A. Woodrum & S. A. Sherblom (Eds.). Breaking free: The transformative power of critical pedagogy. Harvard Educational Review.
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22, 5-55. https://psycnet.apa.org/record/1933-01885-001.
  • Liston, D. P., & Zeichner, K. M. (1987). Critical pedagogy and teacher education. Journal of Education, (169), 117-137. https://files.eric.ed.gov/fulltext/ED295937.pdf.
  • Macedo, D. (2022). The centrality of conscientization in critical pedagogy. In K. J. Saltman & N. Nguyen (Eds.). Handbook of critical approaches to politics and policy of education. Routledge.
  • Machi, L. A., & McEvoy, B. T. (2016). The literature review: Six steps to success. Sage.
  • Mayo, P. (2004). Liberating praxis: Paulo Freire’s legacy for radical education and politics. Sense.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
  • McArthur, J. (2010). Achieving social justice within and through higher education: The challenge for critical pedagogy. Teaching in Higher Education, 15(5), 493-504. https://doi.org/10.1080/13562517.2010.491906.
  • McCulloch, G. (2004). Documentary research in education, history and the social sciences. Routledge Falmer.
  • McLaren, P. (1989). Life in schools. Longman.
  • McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern age. Routledge.
  • McLaren, P. (2000). Paulo Freire’s pedagogy of possibility. In S. Steiner, H. Krank, P. McLaren & R. Bahruth (Eds.). Freirean pedagogy, praxis, and possibilities. Falmer.
  • McLaren, P. (2002). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano & R. D. Torres (Eds.), The critical pedagogy reader (1st ed., pp. 69-96). Routlege/Falmer.
  • Neuban, L. W. (2006). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (S. Özge, Çev.). Yayınodası.
  • Patton, M. Q. (2002). Qualitative evaluation and research methods. SAGE.
  • Patton, M. Q. (2017). Pedagogical principles of evaluation: Interpreting Freire. In M. Q. Patton (Ed.), Pedagogy of evaluation: New directions for evaluation, Number 155 (1st ed., pp. 49–77). Wiley.
  • Perry, P. H. (2000). Knowledge as transformation of consciousness through action and reflection. Counterpoints, (101), 15–36. https://www.jstor.org/stable/42975871.
  • Philpot, R. (2015). Critical pedagogies in PETE: An Antipodean perspective. Journal of Teaching in Physical Education, 34(2), 316-332. https://doi.org/10.1123/jtpe.2014-0054.
  • Porfilio, B. J., & Ford, D. R. (2015). Schools and/as barricades. In B. J. Porfilio & D. R. Ford (Eds.) Leaders in critical pedagogy: Narratives for understanding and solidarity. Sense.
  • Powell, C. (2003). The Delphi technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376-382. https://doi.org/10.1046/j.1365-2648.2003.02537.x.
  • Quantz, R. A. (2015). Sociocultural studies in education: Critical thinking for democracy. Paradigm.
  • Rikowski, G. (2011). Marksist eğitim kuramı ve radikal pedagoji (C. Atay, Çev.) Kalkedon Yayınları.
  • Rikowski, G. (2004). Marx and the education of the future. Policy Futures in Education, 2(3-4), 565-577. https://doi.org/10.2304/pfie.2004.2.3.10.
  • Roberts, P. (2010). Paulo Freire in the 21st century: Education, dialogue, and transformation. Paradigm.
  • Ruiz, B. M., & Fernández-Balboa, J. (2005). Physical education teacher educators' personal perspectives regarding their practice of critical pedagogy. Journal of Teaching in Physical Education, (24), 243-264. https://www.researchgate.net/publication/296946291_Physical_education_teacher_educators%27_personal_perspectives_regarding_their_practice_of_critical_pedagogy.
  • Schugurensky, D. (1998). The legacy of Paulo Freire: A critical review of his contributions. Convergence, (31), 17-29. https://www.researchgate.net/publication/234755968_The_Legacy_of_Paulo_Freire_A_Critical_Review_of_His_Contributions.
  • Schugurensky, D. (2011). Paulo Freire. Bloomsbury.
  • Sever, M. (2010). Critical qualitative research in education: Notes from the field [Doctoral thesis, The University at Buffalo]. Ankara Üniversitesi. https://dspace.ankara.edu.tr/xmlui/bitstream/handle/20.500.12575/34536/MSeverDissertation.pdf?sequence=1.
  • Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. Greenwood.
  • Shor, I. (1996). When students have power: Negotiating authority in a critical pedagogy. The University of Chicago Press.
  • Shudak, N J. (2014). The re-emergence of critical pedagogy: A three-dimensional framework for teacher education in the age of teacher effectiveness. Creative Education (5), 989-999. https://www.researchgate.net/publication/271293033_The_Re-Emergence_of_Critical_Pedagogy_A_Three-Dimensional_Framework_for_Teacher_Education_in_the_Age_of_Teacher_Effectiveness.
  • Shudak, N., & Avoseh, M. (2015). Freirean-based critical pedagogy: The challenges of limit-situations and critical transitivity. Creative Education, (6), 463-471. https://doi.org/10.4236/ce.2015.64046.
  • Simon, R. I. (1987). Empowerment as a pedagogy of possibility. Language Arts, 64(4), 370-382. https://www.jstor.org/stable/41961618.
  • Simon, R. I. (1992). Teaching against the grain: Texts for a pedagogy of possibility. Bergin & Garvey.
  • Straubhaar, R. (2019). Constructing a relevant contemporary philosophy of education: Explorations of a freirean scholar. Intersections: Critical Issues in Education, (13):1-6. https://digitalrepository.unm.edu/cgi/viewcontent.cgi?article=1058&context=intersections.
  • Taylor, P. V. (1993). The texts of Paulo Freire. Open University Press.
  • Torres, C. A. (2008). Paulo Freire and social justice education: An introduction. In C. A. Torres & P. Noguera (Eds.). Social justice education for teachers: Paulo Freire and the possible dream (1st. ed., pp. 1-11). Sense.
  • Travers, M. (2001). Qualitative research through case studies. SAGE.
  • Ural, A., & Kılıç, İ. (2005). Bilimsel araştırma süreci ve SPSS ile veri analizi. Detay.
  • Ural, A., & Ağar, A. N. (2019, July, 3-6). The importance of “Journal of Critical Pedagogy” for critical pedagogy studies in Turkey [Conference session]. IX Internatıonal Conference On Crıtıcal Educatıon, University of Naples Federico II & Accademia di Belle Arti, Naples, Italy.
  • Ural, A. (2020, 26 Mayıs). Eleştirel pedagojinin ne’liği üzerine. Nirvana Sosyal Bilimler Sitesi. http://www.nirvanasosyal.com/h-684-nazmiye-hazarin-gazi-universitesi-gazi-egitim-fakultesi-ogretim-uyesi-dr-ayhan-ural-ile-elestirel-pe.html.
  • Ural, A., & Öztürk, A. (2020). A transformative experience: The ınfluence of critical pedagogy studies on teachers. Journal for Critical Education Policy Studies. 18(2), 159-195. http://www.jceps.com/archives/9263.
  • Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39(I), 93-112. https://doi.org/10.1177/0739456X17723971
  • Wulf, C. (2010). Eğitim bilimi (H. H. Aksoy, H. Özden-Aras & A. Kayahan, Çev.). Dipnot.
  • Villanueva, C., & O’Sullivan, C. (2019). Analyzing the degree of consensus in current academic literature on critical pedagogy. Scenario: A Journal of Performative Teaching, Learning, Research, (2), 70-90. https://www.researchgate.net/publication/337872639_Analyzing_the_Degree_of_Consensus_in_Current_Academic_Literature_on_Critical_Pedagogy.
  • Yıldırım, C. (1991). Bilim felsefesi. Remzi.
  • Yılmaz, E. (2008). Bir dil bilgisi terimi/kavramı olan nitelik ve özellik eş anlamlı mıdır? Dil Araştırmaları Dergisi, 3, 41-45. https://dergipark.org.tr/en/download/article-file/54656.
Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Yönetimi
Bölüm Makaleler
Yazarlar

Ayhan Ural 0000-0002-2548-3745

Yayımlanma Tarihi 30 Nisan 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 44 Sayı: 1

Kaynak Göster

APA Ural, A. (2024). Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 44(1), 467-496. https://doi.org/10.17152/gefad.1328583
AMA Ural A. Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması. GEFAD. Nisan 2024;44(1):467-496. doi:10.17152/gefad.1328583
Chicago Ural, Ayhan. “Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44, sy. 1 (Nisan 2024): 467-96. https://doi.org/10.17152/gefad.1328583.
EndNote Ural A (01 Nisan 2024) Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44 1 467–496.
IEEE A. Ural, “Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması”, GEFAD, c. 44, sy. 1, ss. 467–496, 2024, doi: 10.17152/gefad.1328583.
ISNAD Ural, Ayhan. “Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44/1 (Nisan 2024), 467-496. https://doi.org/10.17152/gefad.1328583.
JAMA Ural A. Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması. GEFAD. 2024;44:467–496.
MLA Ural, Ayhan. “Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 44, sy. 1, 2024, ss. 467-96, doi:10.17152/gefad.1328583.
Vancouver Ural A. Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması. GEFAD. 2024;44(1):467-96.