Presenting cutting-edge research from around the world, this book demonstrates how critical pedagogy is shaped by social-political contexts and ideological constructions of knowledge and power. The edited collection brings together a global author team using critical pedagogy to synthesise political and theoretical ambitions with the complex…

This reflective article examines the emerging tendencies in critical perspectives within English Language Teaching (ELT). The article begins by providing a brief historical overview of ELT's critical pedagogies and discussing its perspectives in the post-pandemic era. It highlights the need for critical approaches that address power dynamics,…

This book focuses on discourses of globalisation in comparative education research and the politics of education reforms. It analyses and evaluates the shifts in methodological approaches to globalisation and education reforms, as reflected in comparative education research and their impact on education policy and pedagogy. The book covers topics…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education. It addresses current discourses concerning globalisation, ideologies and the state, as well as approaches to constructing national, ethnic and religious…

This paper reports on the aims and objectives of professional instrumental teachers working at a wide variety of levels. Questionnaire data are analysed and discussed with the aim of developing a deeper understanding of the ideologies of instrumental teachers in relation to performance, music analysis and teaching. Direct comparisons are made…

The study provides a descriptive-analytic synopsis of the pedagogical ideology of three groups of Canadian teachers as it applies to the teaching of global issues and their beliefs as to the chief influences on the development of their own ideological stances. The population for the study included 36 teachers from 5 districts in Ontario (divided…

This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.…

Disputes the version of whole language presented by Michael McKenna et al. in the preceding article. Argues that whole language is an educational paradigm complete with theoretical, philosophical, and political assumptions and a congruent research agenda. Contends that "paradigm blindness" prevents critics from seeing the legitimacy of…

Describes a simple in-class exercise that reveals some flaws in capitalist, individualistic-oriented ideology by following specific assumptions to their logical conclusion. Poses the question, if drive and ambition are sole determinants of success could society accommodate a population where everyone possessed those qualities? (MJP)

Investigates how secondary history teachers' conceptions of history (typology) influences classroom practices. Interviews five teachers, representing five typologies, and their students, and observes classroom techniques. Suggests impact of teacher conceptions varies, finding only one of five typologies profoundly influencing students. Sees…

Discusses an investigation of how British secondary school geography teachers' attitudes and values influence their choices of objectives, content, and teaching methods. Focuses on approaches to development issues. Uses cluster analysis to summarize results. Notes the constraining influence of having to prepare students for public examinations.…