In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education PROCEEDINGS
Glenn DeVoogd, California State University Fresno, United States ; Jerry Willis, Iowa State, United States ; Avril Loveless, University of Brighton ; Nicola Yelland, Queensland University of Technology, Australia
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Critical pedagogy is a perspective on teaching that seeks to increase equality,
voice, individual & cultural expression and democracy in classrooms. The following
three authors describe contexts in which they find critical pedagogy meaningful in their
own research using technology in teacher education.
DeVoogd, G., Willis, J., Loveless, A. & Yelland, N. (2000). In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 2419-2424). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from https://www.learntechlib.org/primary/p/15998/.
© 2000 Association for the Advancement of Computing in Education (AACE)
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- Selfe, C.L. (1999) Lest We Think Revolution is a Revolution: Images of Technology and the Nature of Change In G.E. Hawisher& C.L. Selfe, (Eds.) Passions, Pedagogies and 21st Century Technologies Logan, UT:Utah State University Press.
- Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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