Araştırma Makalesi
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Eleştirel Pedagojinin Özelliklerine İlişkin Bir Envanter Çalışması

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

Kaynakça

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An Inventory Study on the Characteristics of Critical Pedagogy

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

Kaynakça

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  • Apple, M. W. (1982). Education and power. Routledge and Kegan Paul.
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  • 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.
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  • 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.
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  • 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.
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  • 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.
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  • 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.