Using Critical Research for Educational and Social Change

Tricia Kress

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English

Routledge
23 August 2018

Philosophy: epistemology & theory of knowledge; Moral & social purpose of education; Educational strategies & policy; Secondary schools

This volume features the works of scholar-practitioners who embrace critical pedagogy and critical research as praxis in qualitative research about education. The authors take an explicit stance toward social justice through education, and they use critical research as a vehicle toward that end. The chapters critically engage with topics such as researcher role and position in critical research; collaborative research models with teachers and students; exploring visual epistemology in schools and with students; critical science education and cosmopolitanism; and developing praxis within teacher preparation courses and teacher research. Contributors push the boundaries of scholarship by presenting nuanced theoretical discussions or critical and timely educational issues via innovative forms of representation (i.e., fiction, narratives, dialogues, rich descriptions, and visuals).

This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

Edited by: Tricia Kress
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 246mm, Width: 174mm,
Weight: 453g
ISBN: 9781138377851
ISBN 10: 1138377856
Pages: 142
Publication Date: 23 August 2018
Audience: College/higher education , Primary , A / AS level
Format: Paperback
Publisher's Status: Active

Introduction: Inside the ‘thick wrapper’ of critical pedagogy and research 1. Stepping out of the academic brew: using critical research to break down hierarchies of knowledge production 2. Citizenship and social justice in urban science education 3. Seeing what we mean: visual knowledge and critical epistemology 4. Picturing oppression: seventh graders’ photo essays on racism, classism, and sexism 5. ‘Working with’ as a methodological stance: collaborating with students in teaching, writing, and research 6. Keeping a ‘vigilant critique’: unpacking critical praxis as teacher educators 7. Recovering from ‘yo mama is so stupid’: (en)gendering a critical paradigm on Black feminist theory and pedagogy

Dr. Tricia M. Kress is Assistant Professor at the University of Massachusetts, Boston, USA. She specializes in critical pedagogy, ethnography, and socio-cultural theory. Recent publications include Critical Praxis Research: Breathing New Life into Research Methods for Teachers (2011) and Challenging Status Quo Retrenchment: New Directions in Critical Research (2012). She is co-editor of the book series, Imagination and Praxis: Creativity and Criticality in Education and Educational Research.