چکیده:
The application of critical pedagogy in educational contexts has received adequate research attention over the last decades. The main focus of this strand of research has, however, been on raising awareness of the educators. Nevertheless, little is known about the consequences of the violation of critical pedagogy principles from EFL teacher trainers’ perspectives. To begin to address this gap in research, a qualitative (phenomenological) study was carried out to explore the main consequences of violating critical pedagogy in the higher education system of Iran. The participants were 15 faculty members of TEFL and English Literature at 10 Iranian state universities. The data were collected through in-depth semi-structured face-to-face interviews and analyzed according to Radnor’s (2001) model. The results indicated that the main consequences of the violation of critical pedagogy were educational (related to teaching, learning, and testing), psychological, social, and ideological. Therefore, it was concluded that educators must follow the principles of CP in order to avoid the negative consequences and foster the learning and teaching processes more effectively.
خلاصه ماشینی:
"The results indicated that the main consequences of the violation of critical pedagogy were educational (related to teaching, learning, and testing), psychological, social, and ideological.
1 Theoretical Background The most frequently used concepts associated with critical perspectives such as critical literacy, critical pedagogy, and critical language awareness in the field of education have been studied by a group of experts whose intellectual roots are perceived as a realization of critical theory of pre-World War II Frankfurt School (Azimi, 2007; Pinar & Bowers, 1992; Kincheloe & McLaren, 1994), which advocated a Marxist analytical model making use of injustice and class subjugation as the primary lens for understanding human experience (Kincheloe & McLaren, 1994).
Awareness of the advantages of critical pedagogy in education and the significant role of teachers in classroom settings and the fact that every implemented educational policy reflects underlying assumptions related to concepts of school, values, and society justified research on the consequences of violating the principles of critical pedagogy in an Iranian context.
McLaren (2003) has defined critical pedagogy as "a way of thinking about, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the institutional structures of the school, and the social and material relations of the wider community, society, and nation-state" (p.
More specifically, the study sets out to deal with the following research question: What are the consequences of the violation of critical pedagogy principles in EFL classrooms from Iranian EFL teacher trainers’ perspectives?"