Alex Zimmer
Critical Pedagogy for the Study/Teaching of Writing
Critical pedagogy is a complicated, but promising approach in the classroom. The main values of the theory, empowerment, social relationships, critique of hegemonic practices in the classroom, and equality are lofty goals that prompt students to think within societal contexts and move toward social change. In my experience thus far, Freshman writers are extremely hesitant to even speak their ideas in class, let alone feel empowered through their writing. The notion of student empowerment is crucial to creating a democratic society in which opinions can be safely stated. By downplaying the authoritative role of the teacher, and distributing the power to students, the individuals will be able to identify themselves in relation to society and how it has played a role in constructing their identities, then challenge it. In critical pedagogy, writing is used as a tool to construct the self. Students write about their own experiences in regard to the social framework to take a closer look at inequalities caused by race, gender, culture, etc. By qualifying their own experiences in this context, they will be able to question the morality of it all. The whole idea is to stop propagating the dominant ideology that has left some students feeling marginalized due to their societies construct for them. The expression of experience and ideas through writing in a "safe zone" facilitates empowerment and learning.
Berlin, James A. "Poststructuralism, Cultural Studies, and the Composition Classroom: Postmodern Theory in Practice." Rhetoric Review, Vol. 11, No. 1 (Autumn, 1992):
16-33. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012.
The author argues the need for new pedagogical practices for teaching writing and rhetoric, and posits that some of the current postmodern theories have immediate applications that would be effective in filling these roles. Berlin focuses on social-epistemic rhetoric, which includes parallels to critical pedagogy: not focused on teaching, but on engaging in dialect concerning social-historical matters and improving political and social practices and situations. Berlin stresses that this should stem from experience as a citizen of a democracy. He proceeds to explain a course plan that would focus on recognizing that composition always occurs within its social contexts. Beginning with their own experiences, students then move to examining how current hegemony and social subjectivities have formed these experiences. Students engage films (e.g. The Breakfast Club) and texts for discourse that models the social relationships and power structures. After students have learned the theories and critical heuristics they will incorporate them into essays of their own: with their choice of topic and content, but within the larger social themes covered in the class. Berlin's essay content seems much more applicable than most theoretical pieces covering critical pedagogy. He provides an actual outline with some specific activities and their goals.
Bizzell, Patricia. "Power, Authority, and Critical Pedagogy." Journal of Basic Writing 10.2 (1991): 54-70. WAC Clearinghouse. 22 Oct. 2012.
Bizzell seeks to solve one of the large, contradictory issues with critical pedagogy: how teachers can promote liberation and empowerment without simultaneously being authoritative and exercising too much power. She approaches the dilemma by first redefining and outlining teacher relations to "power," and then applying an appropriate form of power to designing a composition course concerned with critiquing unjust, social power relations. The article proceeds to explain the specific type of power teachers employing critical pedagogy need to exhibit, which is one that is guiding and contextualized by the shared historical and social interests of both the teacher and students. The teacher gives power to the students by using their experiences as a basis for class discussion. Bizzell's application of the pedagogy involves persuasion, as opposed to coercion. Texts would be politically charged, and the teacher would use authority as a means of persuading the students to read and engage what they may not enjoy. The proposed application methods would engage students' experiences framed by political history in order to critique and form ideas about current social issues.
Fernández-Balboa, Juan-Miguel. "The Practice Of Critical Pedagogy: Critical Self-Reflection As Praxis." Teaching Education 9.2 (1998): 47-53. OmniFile Full Text Select (H.W. Wilson). Web. 22 Oct. 2012.
In his essay, author Fernández-Balboa addresses some of the paradoxes of critical pedagogy, such as being the authority while trying to give students authority. He examines his own practices, and his goal for his students: forming the self amidst political biases. He places heavy emphasis on teacher reflection of their in-class practices: considering power, language, and voice. He reflects on his own praxis used in a course. Special attention is given to the consequences of language used in dialogue with the class. Fernández-Balboa recalls a couple instances in which students were offended or unintentionally disempowered by how the he phrased some thoughts to his class. A student informed the author that after stating his observations on the class's discussion of feminism, another student had become upset. The upset student brought a letter describing her plight, and because the student chose to challenge her teacher's authority and truly form her voice, both of them settled the matter in a positive way. This demonstrated to the individuals involved and the class as a whole that language has powerful social implications. The application of critical pedagogy gives students the ability to be heard and critique authority in social contexts. Though it was a misunderstanding, the author realized his fault and was able use the student's social critique as a learning mechanism. Fernández-Balboa concludes with the importance of his reflection on this event to further develop himself as a teacher. The text demonstrates real application of the pedagogy and issues/solutions that arise.
Chordas, Nina. " Classrooms, Pedagogies, and the Rhetoric of Equality." College Composition and Communication, Vol. 43, No. 2 (May, 1992): 214-224. National Council of Teachers of English. JSTOR. 22 Oct. 2012
Chordas questions both the definition and issue of "equality" as it exists in the classroom community. Equality is a problematic term with multiple meanings (e.g. equality under the law, equality in opportunity, equal value placed on each student). The main issue brought to attention is welcoming differences in language, culture, and experiences, while also overlooking these in terms of making a classroom equal. Equality allows students to feel empowered, which then improves the collaborative learning process with peers, and gives morale to the teacher, but how can this be achieved with students' predisposed views of themselves formed by societal contexts (socioeconomic background, race, gender)? Chordas suggests that for collaboration among students (sharing power, ideas, and inquiry with the goal of furthering knowledge) to work a closer look at the actual hierarchy in the class needs to be considered. She also argues that by using the term "equality," institutions are simply propagating an end ideal without examining the means through which that ideal is achieved. Chordas' article sheds light on the issues of peer collaboration in the composition course setting. How can students truly feel equal when there is a multitude of factors involved that undermine the very notion? This is important for teachers of critical pedagogy to realize.
George, Ann. "Critical Pedagogy: Dreaming of Democracy." A Guide to Composition Pedagogies. Gary Tate, Amy Rupiper, Kurt Schick. New York, New York: Oxford University Press, 2001. 92-112. Print.
George's article is a meta-cognitive introduction, overview, and summary of the practice of critical pedagogy. She alludes to several texts from the theory's most notable practitioners (Shor, Ferein, Giroux) in forming a definition of the field, its effectiveness, and its complications. The text explains the goals of student empowerment and challenging current hegemonic practices within academia. The issue critical pedagogy seeks to address and change is that the dominant culture's ideology is the one being taught in schools, which marginalizes many students and conforms them to this way of thinking. George also sheds light on the paradoxical nature of the pedagogy; how to teach freedom and empowerment from a role of authority. She goes into further detail about how the method actually played out in Shor's classroom, and that even though he met some adversity in authorizing student power in planning the courses, effective learning took place. The application of critical pedagogy is a double-edged sword, but can be highly empowering for students, thus facilitating the learning process.
Giroux, Henry. "Beyond the Ethics of Flag Waving: Schooling and Citizenship for a Critical Democracy." The Clearing House, Vol. 64, No. 5 (May - Jun., 1991): 305-308. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012.
Giroux argues that schooling is more concerned with conformity and obedience to the leading power structures rather than teaching self and social empowerment and democratic values. He posits the need for a pedagogy containing ethical principles important to a critical democracy that must: challenge the ideologies that promote inequality, charges educators with recognizing how student identities are formed within moral and ethical discourses, and connect the ideals of morality and ethics with concrete examples within society. To achieve these pedagogical goals, the classroom must operate by using experiences and social relationships to constantly question and critique how society is historically and socially constructed. For the composition classroom, this entails writing in context of classroom learning with social projects that allow them to read and write within a social and historical framework of ethics involving inequalities caused by race, gender, class, etc., which will then allow students to differentiate themselves from the power structure and actively question, judge, and learn.
Giroux, Henry. "Writing and Critical Thinking in the Social Studies." Curriculum Inquiry, Vol. 8, No. 4 (Winter, 1978): 291-310. Wiley-Blackwell on behalf of the Ontario Institute for Studies in Education/University of Toronto. JSTOR. 22. Oct. 2012.
Giroux intends to show the dialectic link between writing and critical thinking, in addition to how writing can be used to learn about and critique a social subject. He argues against the traditional tendencies of the "three traditional schools" of writing: technocratic, mimetic, and romantic. His issue with them is that none addresses writing and thinking as epistemological processes. There is a need to engage the relationships that occur while writing (writer and reader, writer and text, etc.) as well as the contexts surrounding them. Giroux introduces one of the main values of critical pedagogy as foreground for application: "Students need to learn how to be able to move outside of their own frame of reference so that they can question the legitimacy of a given fact, concept, or issue. They also have to learn how to perceive the very essence of what they are examining by placing it critically within a system of relationships that give it meaning." Giroux models a writing method that employs these ideals in the form of an American history paper. The students must use the writing process as a way to think critically about the subject at hand. The setting surrounding the writing should be in relation to the "cultural capital" surrounding constructions of self. The pedagogy must be communication and discussion fueled, which requires the absence of an authoritative classroom. Students should feel free to speak their minds, which will result in their own construction of themselves in societal contexts. With critical pedagogy, students have a chance to look at a topic in detail and provide their own interpretations. The text is technical, but clear about the goals of critical pedagogy.
Hairston, Maxine. "Diversity, Ideology, and Teaching Writing." College Composition and Communication, Vol. 43, No. 2 (May, 1992): 179-193. National Council of Teachers of English. JSTOR. 22 Oct. 2012.
Hairston's article is a critique on critical pedagogy. Instead of incorporating the political agenda that some advocates for critical pedagogy have, she insists a freshman composition course should focus on writing to learn about the process, and not for social change. Despite her disagreement with the practice, she includes many of the traits found in it in her proposal for a writing focuses course: students learning from their own experiences (including gender, family hierarchy, student roles in a society). Though she advocates against the political agenda, she mirrors the importance of student experience and diversity in a societal setting. This seems to strengthen at least part of the critical pedagogy practitioners' values, making them even more viable to incorporate in the classroom. Like many critical pedagogy theorists, she emphasizes using student experience to derive meaning as a necessary practice to give students power. This text addresses the opposing side of the theory, but seems to bring up issues that the practitioners themselves address.
Myers, Jamie. "The Social Contexts of School and Personal Literacy." Reading Research Quarterly Vol. 27, No. 4 (Autumn, 1992): 296-33. International Reading Association. JSTOR. 17 Oct. 2012.
Myers' study seeks to determine the literacy practices of students in relation to social contexts, and how the contexts define the form and function of the practices. She focuses on why students write the way they do in relation to teacher authority. Questions raised address student empowerment through ownership of texts versus teacher dictation for text content in an academic setting. Myers categorizes students into particular "literacy clubs" and takes social context into their processes and purposes in literacy interactions. The achievement club, for example, is more concerned with "correctness" in literacy in regard to teacher/institutional requirements and disregarded their own meanings as soon as they learn what is needed to succeed. On the other hand, the personal literacy club uses literacy to negotiate everyday experiences. This text pays attention to hierarchies and authority established through students' literacy practices with the goal of deciding if school literacy or personal literacy is of more value in the classroom, and asserts that social contexts have much to do with determining an answer. The piece shows the procedures taken along with the gathered information. It urges teachers and students to constantly be aware of social contexts and how they shape the classroom, as well as to explore shared literacy activities that are not embedded in institution dictated grades, instead of literacy assignments that are authentic/original, yet still conform to the achievement club model. Myers' piece demonstrates some of the flaws of the traditional writing class, especially writing for a preset, hegemonic criteria that determines what correctness is.
Solorzano, Daniel. "Teaching and Social Change: Reflections on a Freiren Approach in a College Classroom." Teaching Sociology, Vol. 17, No. 2 (Apr., 1989): 218-225. American Sociological Association. JSTOR. 17 Oct. 2012.
Solorzano explains the process of his application of the Freiren method in his course called Directed Practice in Social Welfare. His class focused on critical pedagogic theory and attempted real social change. First, students discussed issues that concerned them and how these issues were affecting their community. Focusing on the issue of why Chicanos were negatively portrayed by the media, and whose purposes were being served by doing so, the students then took steps to engage the issues on a social level. Students gathered data and information, performed analysis of the contexts and information, then proposed a solution. The answer to the problem, they decided, was to bring attention to Chicano and non-Chicano communities about the negative stereotyping, and to prevent the release of more stereotyping (in the form of films). Solorzano then reflects on the process; students ended up succeeding in the first goal, but not in the second. However, he remarks, the class had developed commitment and confidence in their ideas, which empowered them to act and reflect on real societal problems. Although the article focuses Freirean methodology in a sociology based course, the project processes and goals could be adapted to a composition based setting. The article also addressed certain issues that arose in proposing social changes, and discusses a little of what teachers can do to handle these. The overall focus seems to be on the benefit of students being socially active to further their empowerment.
Stoecker, Randy, Mary Schmidbauer, Joan Mullin and Michelle Young. "Integrating Writing and the Teaching Assistant to Enhance Critical Pedagogy." Teaching Sociology , Vol. 21, No. 4 (Oct., 1993): 332-340. American Sociological Association. JSTOR. 24 Oct. 2012.
The article begins by arguing the need to move away from traditional learning methods of passive reading lecturing. Stressing the importance of critique, critical thinking, and active student learning, the authors proceed to define critical pedagogy and how to implement it in the classroom by utilizing writing and the Teaching Assistant. The authors explain critical thinking as a base for social critique—staying grounded in experience and using it to recognize social forces that maintain inequalities found in society and why they do so. The authors describe an implementation of critical pedagogy in two courses in which critical thinking and social critique were fostered. The courses were writing intensive: enabling students to reflect on and interact with their experiences, and then draw conclusions and solve problems created by inequality. The authors describe the assignments as being focused on the critiquing of current social events, first and second-hand experiences with classroom concepts, and further connection of between the material and the real world. There is an evaluation summary at the end of the article which notes the effectiveness of the free exchange of ideas. Though it focuses mainly on the use of the TA and writing, they do provide a final thought on the implementation of critical pedagogy. This addresses skeptics of the theory and emphasizes writing with a purpose and real-world connection; without the theory dictating goals of social critique, the work would be formulaic critical thinking without application. It makes experience and discussion a central feature, which is precisely how critical pedagogy theorists say students learn.
Critical Pedagogy for the Study/Teaching of Writing
Critical pedagogy is a complicated, but promising approach in the classroom. The main values of the theory, empowerment, social relationships, critique of hegemonic practices in the classroom, and equality are lofty goals that prompt students to think within societal contexts and move toward social change. In my experience thus far, Freshman writers are extremely hesitant to even speak their ideas in class, let alone feel empowered through their writing. The notion of student empowerment is crucial to creating a democratic society in which opinions can be safely stated. By downplaying the authoritative role of the teacher, and distributing the power to students, the individuals will be able to identify themselves in relation to society and how it has played a role in constructing their identities, then challenge it. In critical pedagogy, writing is used as a tool to construct the self. Students write about their own experiences in regard to the social framework to take a closer look at inequalities caused by race, gender, culture, etc. By qualifying their own experiences in this context, they will be able to question the morality of it all. The whole idea is to stop propagating the dominant ideology that has left some students feeling marginalized due to their societies construct for them. The expression of experience and ideas through writing in a "safe zone" facilitates empowerment and learning.
Berlin, James A. "Poststructuralism, Cultural Studies, and the Composition Classroom: Postmodern Theory in Practice." Rhetoric Review, Vol. 11, No. 1 (Autumn, 1992):
16-33. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012.
The author argues the need for new pedagogical practices for teaching writing and rhetoric, and posits that some of the current postmodern theories have immediate applications that would be effective in filling these roles. Berlin focuses on social-epistemic rhetoric, which includes parallels to critical pedagogy: not focused on teaching, but on engaging in dialect concerning social-historical matters and improving political and social practices and situations. Berlin stresses that this should stem from experience as a citizen of a democracy. He proceeds to explain a course plan that would focus on recognizing that composition always occurs within its social contexts. Beginning with their own experiences, students then move to examining how current hegemony and social subjectivities have formed these experiences. Students engage films (e.g. The Breakfast Club) and texts for discourse that models the social relationships and power structures. After students have learned the theories and critical heuristics they will incorporate them into essays of their own: with their choice of topic and content, but within the larger social themes covered in the class. Berlin's essay content seems much more applicable than most theoretical pieces covering critical pedagogy. He provides an actual outline with some specific activities and their goals.
Bizzell, Patricia. "Power, Authority, and Critical Pedagogy." Journal of Basic Writing 10.2 (1991): 54-70. WAC Clearinghouse. 22 Oct. 2012.
Bizzell seeks to solve one of the large, contradictory issues with critical pedagogy: how teachers can promote liberation and empowerment without simultaneously being authoritative and exercising too much power. She approaches the dilemma by first redefining and outlining teacher relations to "power," and then applying an appropriate form of power to designing a composition course concerned with critiquing unjust, social power relations. The article proceeds to explain the specific type of power teachers employing critical pedagogy need to exhibit, which is one that is guiding and contextualized by the shared historical and social interests of both the teacher and students. The teacher gives power to the students by using their experiences as a basis for class discussion. Bizzell's application of the pedagogy involves persuasion, as opposed to coercion. Texts would be politically charged, and the teacher would use authority as a means of persuading the students to read and engage what they may not enjoy. The proposed application methods would engage students' experiences framed by political history in order to critique and form ideas about current social issues.
Fernández-Balboa, Juan-Miguel. "The Practice Of Critical Pedagogy: Critical Self-Reflection As Praxis." Teaching Education 9.2 (1998): 47-53. OmniFile Full Text Select (H.W. Wilson). Web. 22 Oct. 2012.
In his essay, author Fernández-Balboa addresses some of the paradoxes of critical pedagogy, such as being the authority while trying to give students authority. He examines his own practices, and his goal for his students: forming the self amidst political biases. He places heavy emphasis on teacher reflection of their in-class practices: considering power, language, and voice. He reflects on his own praxis used in a course. Special attention is given to the consequences of language used in dialogue with the class. Fernández-Balboa recalls a couple instances in which students were offended or unintentionally disempowered by how the he phrased some thoughts to his class. A student informed the author that after stating his observations on the class's discussion of feminism, another student had become upset. The upset student brought a letter describing her plight, and because the student chose to challenge her teacher's authority and truly form her voice, both of them settled the matter in a positive way. This demonstrated to the individuals involved and the class as a whole that language has powerful social implications. The application of critical pedagogy gives students the ability to be heard and critique authority in social contexts. Though it was a misunderstanding, the author realized his fault and was able use the student's social critique as a learning mechanism. Fernández-Balboa concludes with the importance of his reflection on this event to further develop himself as a teacher. The text demonstrates real application of the pedagogy and issues/solutions that arise.
Chordas, Nina. " Classrooms, Pedagogies, and the Rhetoric of Equality." College Composition and Communication, Vol. 43, No. 2 (May, 1992): 214-224. National Council of Teachers of English. JSTOR. 22 Oct. 2012
Chordas questions both the definition and issue of "equality" as it exists in the classroom community. Equality is a problematic term with multiple meanings (e.g. equality under the law, equality in opportunity, equal value placed on each student). The main issue brought to attention is welcoming differences in language, culture, and experiences, while also overlooking these in terms of making a classroom equal. Equality allows students to feel empowered, which then improves the collaborative learning process with peers, and gives morale to the teacher, but how can this be achieved with students' predisposed views of themselves formed by societal contexts (socioeconomic background, race, gender)? Chordas suggests that for collaboration among students (sharing power, ideas, and inquiry with the goal of furthering knowledge) to work a closer look at the actual hierarchy in the class needs to be considered. She also argues that by using the term "equality," institutions are simply propagating an end ideal without examining the means through which that ideal is achieved. Chordas' article sheds light on the issues of peer collaboration in the composition course setting. How can students truly feel equal when there is a multitude of factors involved that undermine the very notion? This is important for teachers of critical pedagogy to realize.
George, Ann. "Critical Pedagogy: Dreaming of Democracy." A Guide to Composition Pedagogies. Gary Tate, Amy Rupiper, Kurt Schick. New York, New York: Oxford University Press, 2001. 92-112. Print.
George's article is a meta-cognitive introduction, overview, and summary of the practice of critical pedagogy. She alludes to several texts from the theory's most notable practitioners (Shor, Ferein, Giroux) in forming a definition of the field, its effectiveness, and its complications. The text explains the goals of student empowerment and challenging current hegemonic practices within academia. The issue critical pedagogy seeks to address and change is that the dominant culture's ideology is the one being taught in schools, which marginalizes many students and conforms them to this way of thinking. George also sheds light on the paradoxical nature of the pedagogy; how to teach freedom and empowerment from a role of authority. She goes into further detail about how the method actually played out in Shor's classroom, and that even though he met some adversity in authorizing student power in planning the courses, effective learning took place. The application of critical pedagogy is a double-edged sword, but can be highly empowering for students, thus facilitating the learning process.
Giroux, Henry. "Beyond the Ethics of Flag Waving: Schooling and Citizenship for a Critical Democracy." The Clearing House, Vol. 64, No. 5 (May - Jun., 1991): 305-308. Taylor & Francis, Ltd. JSTOR. 22 Oct. 2012.
Giroux argues that schooling is more concerned with conformity and obedience to the leading power structures rather than teaching self and social empowerment and democratic values. He posits the need for a pedagogy containing ethical principles important to a critical democracy that must: challenge the ideologies that promote inequality, charges educators with recognizing how student identities are formed within moral and ethical discourses, and connect the ideals of morality and ethics with concrete examples within society. To achieve these pedagogical goals, the classroom must operate by using experiences and social relationships to constantly question and critique how society is historically and socially constructed. For the composition classroom, this entails writing in context of classroom learning with social projects that allow them to read and write within a social and historical framework of ethics involving inequalities caused by race, gender, class, etc., which will then allow students to differentiate themselves from the power structure and actively question, judge, and learn.
Giroux, Henry. "Writing and Critical Thinking in the Social Studies." Curriculum Inquiry, Vol. 8, No. 4 (Winter, 1978): 291-310. Wiley-Blackwell on behalf of the Ontario Institute for Studies in Education/University of Toronto. JSTOR. 22. Oct. 2012.
Giroux intends to show the dialectic link between writing and critical thinking, in addition to how writing can be used to learn about and critique a social subject. He argues against the traditional tendencies of the "three traditional schools" of writing: technocratic, mimetic, and romantic. His issue with them is that none addresses writing and thinking as epistemological processes. There is a need to engage the relationships that occur while writing (writer and reader, writer and text, etc.) as well as the contexts surrounding them. Giroux introduces one of the main values of critical pedagogy as foreground for application: "Students need to learn how to be able to move outside of their own frame of reference so that they can question the legitimacy of a given fact, concept, or issue. They also have to learn how to perceive the very essence of what they are examining by placing it critically within a system of relationships that give it meaning." Giroux models a writing method that employs these ideals in the form of an American history paper. The students must use the writing process as a way to think critically about the subject at hand. The setting surrounding the writing should be in relation to the "cultural capital" surrounding constructions of self. The pedagogy must be communication and discussion fueled, which requires the absence of an authoritative classroom. Students should feel free to speak their minds, which will result in their own construction of themselves in societal contexts. With critical pedagogy, students have a chance to look at a topic in detail and provide their own interpretations. The text is technical, but clear about the goals of critical pedagogy.
Hairston, Maxine. "Diversity, Ideology, and Teaching Writing." College Composition and Communication, Vol. 43, No. 2 (May, 1992): 179-193. National Council of Teachers of English. JSTOR. 22 Oct. 2012.
Hairston's article is a critique on critical pedagogy. Instead of incorporating the political agenda that some advocates for critical pedagogy have, she insists a freshman composition course should focus on writing to learn about the process, and not for social change. Despite her disagreement with the practice, she includes many of the traits found in it in her proposal for a writing focuses course: students learning from their own experiences (including gender, family hierarchy, student roles in a society). Though she advocates against the political agenda, she mirrors the importance of student experience and diversity in a societal setting. This seems to strengthen at least part of the critical pedagogy practitioners' values, making them even more viable to incorporate in the classroom. Like many critical pedagogy theorists, she emphasizes using student experience to derive meaning as a necessary practice to give students power. This text addresses the opposing side of the theory, but seems to bring up issues that the practitioners themselves address.
Myers, Jamie. "The Social Contexts of School and Personal Literacy." Reading Research Quarterly Vol. 27, No. 4 (Autumn, 1992): 296-33. International Reading Association. JSTOR. 17 Oct. 2012.
Myers' study seeks to determine the literacy practices of students in relation to social contexts, and how the contexts define the form and function of the practices. She focuses on why students write the way they do in relation to teacher authority. Questions raised address student empowerment through ownership of texts versus teacher dictation for text content in an academic setting. Myers categorizes students into particular "literacy clubs" and takes social context into their processes and purposes in literacy interactions. The achievement club, for example, is more concerned with "correctness" in literacy in regard to teacher/institutional requirements and disregarded their own meanings as soon as they learn what is needed to succeed. On the other hand, the personal literacy club uses literacy to negotiate everyday experiences. This text pays attention to hierarchies and authority established through students' literacy practices with the goal of deciding if school literacy or personal literacy is of more value in the classroom, and asserts that social contexts have much to do with determining an answer. The piece shows the procedures taken along with the gathered information. It urges teachers and students to constantly be aware of social contexts and how they shape the classroom, as well as to explore shared literacy activities that are not embedded in institution dictated grades, instead of literacy assignments that are authentic/original, yet still conform to the achievement club model. Myers' piece demonstrates some of the flaws of the traditional writing class, especially writing for a preset, hegemonic criteria that determines what correctness is.
Solorzano, Daniel. "Teaching and Social Change: Reflections on a Freiren Approach in a College Classroom." Teaching Sociology, Vol. 17, No. 2 (Apr., 1989): 218-225. American Sociological Association. JSTOR. 17 Oct. 2012.
Solorzano explains the process of his application of the Freiren method in his course called Directed Practice in Social Welfare. His class focused on critical pedagogic theory and attempted real social change. First, students discussed issues that concerned them and how these issues were affecting their community. Focusing on the issue of why Chicanos were negatively portrayed by the media, and whose purposes were being served by doing so, the students then took steps to engage the issues on a social level. Students gathered data and information, performed analysis of the contexts and information, then proposed a solution. The answer to the problem, they decided, was to bring attention to Chicano and non-Chicano communities about the negative stereotyping, and to prevent the release of more stereotyping (in the form of films). Solorzano then reflects on the process; students ended up succeeding in the first goal, but not in the second. However, he remarks, the class had developed commitment and confidence in their ideas, which empowered them to act and reflect on real societal problems. Although the article focuses Freirean methodology in a sociology based course, the project processes and goals could be adapted to a composition based setting. The article also addressed certain issues that arose in proposing social changes, and discusses a little of what teachers can do to handle these. The overall focus seems to be on the benefit of students being socially active to further their empowerment.
Stoecker, Randy, Mary Schmidbauer, Joan Mullin and Michelle Young. "Integrating Writing and the Teaching Assistant to Enhance Critical Pedagogy." Teaching Sociology , Vol. 21, No. 4 (Oct., 1993): 332-340. American Sociological Association. JSTOR. 24 Oct. 2012.
The article begins by arguing the need to move away from traditional learning methods of passive reading lecturing. Stressing the importance of critique, critical thinking, and active student learning, the authors proceed to define critical pedagogy and how to implement it in the classroom by utilizing writing and the Teaching Assistant. The authors explain critical thinking as a base for social critique—staying grounded in experience and using it to recognize social forces that maintain inequalities found in society and why they do so. The authors describe an implementation of critical pedagogy in two courses in which critical thinking and social critique were fostered. The courses were writing intensive: enabling students to reflect on and interact with their experiences, and then draw conclusions and solve problems created by inequality. The authors describe the assignments as being focused on the critiquing of current social events, first and second-hand experiences with classroom concepts, and further connection of between the material and the real world. There is an evaluation summary at the end of the article which notes the effectiveness of the free exchange of ideas. Though it focuses mainly on the use of the TA and writing, they do provide a final thought on the implementation of critical pedagogy. This addresses skeptics of the theory and emphasizes writing with a purpose and real-world connection; without the theory dictating goals of social critique, the work would be formulaic critical thinking without application. It makes experience and discussion a central feature, which is precisely how critical pedagogy theorists say students learn.