It is the critical approach to language teaching, including its micro-skills, i.e., speaking, writing, reading, and listening, that liberate students from social contradictions, dominance, or marginalization. Henry Giroux presents his CLP principles as (1) education as a political subject, (2) ethics as central to education, (3) differences between teachers’ and learners’ identities, (4) curriculum and classroom can be challenged and questioned, (5) criticality is not only a critique of knowledge, but also a creation of new forms, (6) rejecting objectivity in favor of truth, knowledge, and reason, (7) critical pedagogy is both a language of critique and a vision of a better world, (8) teachers are transformative intellectuals, and (9) critical pedagogy celebrates voices of learners as empowered subjects ( Pennycook, 2017 ).
Published in Chapter:
Activism in Academic Writing in the Arts: Positioning Social Realities for a Critical Writing Pedagogy
Copyright: © 2024
|Pages: 22
DOI: 10.4018/979-8-3693-0537-9.ch012
Abstract
This qualitative content analysis (QCA) of art research aims to determine how academic writing manifests activism and develops critical writing pedagogy. Supported by the Freirean ideology of critical pedagogy and art activism, analysis shows that art researchers' activism is built through their connection with social realities and role identification necessary to construct concrete plans and actions addressing those inequalities and oppressive practices. Ultimately, art could serve as a form and platform for social change. Achieving these becomes instrumental in constructing a solid concept of critical writing pedagogy, specifically characterized by transformative and sustainable writing practices. The results further proved that romanticized activism may occur in a pedagogical radicalization necessary to define activism as a meaningful engagement with change.