Διερευνώντας την Kριτική στις κριτικές προσεγγίσεις της γλωσσικής εκπαίδευσης

pdf (English)
Δημοσιευμένα: Ιουλ 25, 2025
DOI: https://doi.org/10.12681/grsr.42211
Λέξεις-κλειδιά:
κριτική σκέψη, κριτική παιδαγωγική, κριτικός γραμματισμός, κριτική γλωσσική επίγνωση
Bessie Mitsikopoulou
ΕΚΠΑ
Περίληψη

Το άρθρο διερευνά την έννοια της κριτικής σε τέσσερις προσεγγίσεις στη γλωσσική εκπαίδευση: την κριτική σκέψη, την κριτική παιδαγωγική, τον κριτικό γραμματισμό και την κριτική γλωσσική επίγνωση. Εξετάζονται οι θεωρητικές αρχές, οι επιστημολογικές παραδοχές και οι παιδαγωγικοί στόχοι κάθε προσέγγισης, και αναδεικνύονται οι συγκλίσεις και οι μεταξύ τους διαφορές. Ιδιαίτερη προσοχή δίνεται στους τύπους μαθητών και πολιτών που επιδιώκει να καλλιεργήσει κάθε προσέγγιση. Η ανάλυση καλεί σε προβληματισμό σχετικά με το πώς νοηματοδοτείται και εφαρμόζεται η έννοια της κριτικής σε διαφορετικά εκπαιδευτικά πλαίσια, προσφέροντας χρήσιμες επισημάνσεις για μια συνεκτικότερη και πιο μετασχηματιστική πρακτική στη διδασκαλία της γλώσσας.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Άρθρα
Creative Commons License

Αυτή η εργασία είναι αδειοδοτημένη υπό το CC Αναφορά Δημιουργού – Μη Εμπορική Χρήση 4.0.

Οι συγγραφείς των άρθρων που δημοσιεύονται στην Επιθεώρηση Κοινωνικών Ερευνών διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στην Επιθεώρηση Κοινωνικών Ερευνών διατίθενται με άδεια  Creative Commons 4.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς.

Το Εθνικό Κέντρο Κοινωνικών Ερευνών διατηρεί το δικαίωμα να δημοσιεύει, να αναπαραγάγει, να παρουσιάζει στο κοινό, να διανέμει και χρησιμοποιεί άρθρα που δημοσιεύονται στην Επιθεώρηση Κοινωνικών Ερευνών σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο τον χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά το δικαίωμα δημοσίευσης των άρθρων σε τεύχη της Επιθεώρησης Κοινωνικών Ερευνών, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εθνικού Κέντρου Κοινωνικών Ερευνών, καθώς και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.

Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικό Συγγραφέα
Bessie Mitsikopoulou, ΕΚΠΑ

Professor, Department of English Language and Literature, School of Philosophy, National and Kapodistrian University of Athens

Αναφορές
Alim, S. H. (2010). Critical language awareness. In N. H. Hornberger, & S. L. McKay (Eds.), Sociolinguistics and language education. New perspectives on language education (pp. 205–231). Multilingual Matters.
Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). Routledge.
Apple, M. W. (2001). Educating the “right” way: Markets, standards, God, and inequality. Routledge/Falmer.
Apple, M. W. (2004). Ideology and curriculum (3rd ed.). Routledge.
Allen, R. L. (2004). Whiteness and critical pedagogy. Educational Philosophy and Theory, 36(2), 121–136.
Aronowitz, S., & Giroux, H. A. (1991). Postmodern education: Politics, culture, and social criticism. University of Minnesota Press.
Auerbach, E. R. (1995). The politics of the ESL classroom: Issues of power in pedagogical choices. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 9–33). Cambridge University Press.
Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies, 31(3), 285–302.
Barnett, R. (1997). Higher education: A critical business. Milton Keynes, UK: Open University Press/SRHE.
Bartolomé, L. I. (2003). Beyond the fetish method: Toward a humanizing pedagogy. In A. Darder, M. P. Baltodano, & R. D. Torres (Eds.), The critical pedagogy reader (pp. 408–429). RoutledgeFalmer.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Lawrence Erlbaum.
Biesta, G. J. J. (1998). Say you want a revolution… Suggestions for the impossible future of critical pedagogy. Educational Theory, 48(4), 499–510.
Billig, M. (1987). Arguing and thinking: A rhetorical approach to social psychology. Cambridge University Press.
Brown, K. (1999). Developing critical literacy. NCELTR.
Browne, N. M., & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teaching in Higher Education, 5(3), 301–309.
Browne, N. M., & Keeley, S. M. (2007). Asking the right questions: A guide to critical thinking (8th ed.). Pearson Prentice Hall.
Bullivant, B. (1995). Ideological influences on linguistic and cultural empowerment: An Australian example. In J. Tollefson (Ed.), Power and inequality in language education (pp. 161-186). Cambridge University Press.
Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences and limits. In Th. S. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 45–65). Routledge.
Burns, A., & Hood, S. (Eds.) (1998). Teachers’ voices 3: Teaching critical literacy. NCELTR.
Cadi, S., Mary, L., Siemushyna, M., & Young, A. S. (2023). Empowering students and raising critical language awareness through a collaborative multidisciplinary project. In S. Melo-Pfeifer (Ed.), Linguistic landscapes in language and teacher education: Multilingual teaching and learning inside and beyond the classroom (pp. 57-74). Springer.
Cameron, D. (1995). Verbal hygiene. Routledge.
Carter, R. (Ed.).(1990). Knowledge about language and the curriculum: The LINC reader. Hodder & Stoughton / Centre for Information on Language Teaching and Research (CILT).
Cherryholmes, C. (1988). Power and criticisms: Poststructural investigations in education. Teachers College Press.
Clark, R. (1996). Principles and practice of CLA. In N. Fairclough (Ed.), Critical language awareness (pp. 117-140). Longman.
Clark, R., Fairclough, N., Ivanič, R., & Martin‐Jones, M. (1990). Critical language awareness part I: A critical review of three current approaches to language awareness. Language and Education, 4(4), 249–260.
Clark, R., & Ivanic, R. (1997). The politics of writing. Routledge.
Comber, B., & Simpson, A. (Eds.) (2001). Negotiating critical literacies in classrooms. Routledge.
Cope, B., & Kalantzis, M. (1993). The power of literacy and the literacy of power. In B. Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 63–89). Falmer Press.
Cots, J. M. (1996). Bringing discourse analysis into the language classroom. Links & Letters, 3, 77-101.
Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. Palgrave Macmillan.
Dendrinos, B. (1992). The EFL textbook and ideology. Grivas Publications.
Dendrinos, B. (1997). Planning foreign language education: Planning hegemony. In E. Ribeiro-Pedro (Ed.), Proceedings of the first international conference on discourse analysis (pp. 255-267). Ediçoes Colibri.
Dendrinos, B. (1999). The conflictual subjectivity of the EFL practitioner. In A.-F. Christidis (Ed.), 'Strong’ and 'Weak’ Languages in the European Union: Aspects of Hegemony. Vol. 2. (pp. 711-727). Centre for the Greek Language.
Dendrinos, B. (Ed.). (2024). Mediation as negotiation of meanings, plurilingualism and language education. Routledge.
Derewianka, B. (1990). Exploring how texts work. Primary English Teaching Association (PETA).
Ellis, D. (1997). Becoming a master student. Houghton Mifflin.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324.
Ennis, R. H. (1993). Critical thinking assessment. Theory Into Practice, 32(3), 179-186.
Ennis, R. H. (1996). Critical thinking. Prentice Hall.
Epstein, R. L., & Kernberger, C. (2004). The guide to critical thinking in economics. South-Western College Publishing.
Fairclough, N. (1989). Language and power. Longman.
Fairclough, N. (1992). Discourse and social change. Polity Press.
Fairclough, N. (Ed.) (1996). Critical language awareness (2nd ed). Longman.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An Australian Journal of TESOL, 5(3), 7–16.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
Freire, P. (1974). Education for critical consciousness. Continuum.
Freire, P. (1985). The politics of education: Culture, power, and liberation. Bergin & Garvey.
Freire, P. (2006). Foreword. In D. Macedo, Literacies of power (pp. ix–x). Westview Press.
Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Bergin & Garvey.
Fung, I. Y. Y. (2005). Critical thinking as an educational goal: A fulfilled or unfulfilled promise? Paper presented at the annual meeting of the Philosophy of Education Society of Australasia, November 24–27, in Hong Kong.
Garrison, R. D. (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10(4), 287–303.
Gebhard, M., Demers, J., & Castillo-Resenthal, Z. (2008). Teachers as critical text analysts: L2 literacies and teachers’ work in the context of high-stakes school reform. Journal of Second Language Writing, 17, 274-291.
Gee, J. P. (1996). Social linguistics and literacies. London: Taylor & Francis.
Giroux, H. A. (1983a). Critical theory and schooling: Implications for the development of a radical pedagogy. Discourse: Studies in the Cultural Politics of Education, 3(2), 1–21.
Giroux, H. A. (1983b). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin & Garvey.
Giroux, H. A. (1988a). Literacy and the pedagogy of voice and political empowerment. Educational Theory, 38(1), 61–75.
Giroux, H. A. (1994). Toward a pedagogy of critical thinking. In K. S. Walters (Ed.), Re-thinking reason: New perspectives in critical thinking (pp. 199–204). State University of New York Press.
Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Westview Press.
Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22–30.
Gold, J., Holman, D., & Thorpe, R. (2002). The role of argument analysis and storytelling in facilitating critical thinking. Management Learning, 3(3), 371–388.
Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. Routledge.
Gounari, P. (2020). Introduction to the special issue on critical pedagogies. L2 Journal, 12(2), 3–20.
Gounari, P. (2022). From Twitter to Capitol Hill: Far-right authoritarian populist discourses, social media and critical pedagogy. Brill.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Sage Publications.
Gutek, G. L. (2003). Philosophical and ideological voices in education. Pearson Education.
Halliday, M.A.K. (1978). Language as social semiotic: The social interpretation of language and meaning. Edward Arnold.
Halliday, M.A.K. (1994). An introduction to functional grammar. Edward Arnold.
Halliday, M.A.K., & Martin, J. (1993). Writing science: Literacy and discursive power. Routledge.
Halpern, D. F. (2002). Thought and knowledge: An introduction to critical thinking. Lawrence Erlbaum.
Hamilton, M., Barton, D., & Ivanic, R. (1994). Worlds of literacy. Multilingual Matters.
Harris, T. L., & Hodges, R. E. (1981). A dictionary of reading and related terms. International Reading Association.
Henderson, R. (2009). Literacies across the curriculum. Literacy Learning: The Middle Years, 17(1), 5-8.
Ivanic, R. (1990). Writing and identity: The discoursal construction of identity in academic writing. John Benjamins.
Ivanič, R., & Simpson, J. (1996). Who’s who in academic writing. In N. Fairclough (Ed.), Critical language awareness (2nd ed). (pp. 141-173). Longman.
Janks, H. (1993). Language, identity & position. Hodder & Stoughton.
Janks, H. (2010). Literacy and power. Routledge.
Johnston, B. (1999). Putting critical pedagogy in its place: A personal account. TESOL Quarterly, 33(3), 557–565.
Kanar, C. (1998). The confident writer. Houghton Mifflin.
Kanpol, B. (1999). Critical pedagogy: An introduction (2nd ed.). Bergin & Garvey.
Kaplan, L. D. (1994). Teaching intellectual autonomy: The failure of the critical thinking movement. In Kerry S. Walters (Ed.), Re-thinking reason: New perspectives in critical thinking (pp. 205–220). State University of New York Press.
Karavas, E. (2024). Plurilingualism in foreign language education. Athens: Pedio Publishing.
Knobel, M., & Lankshear, C. (2005). Digital literacy and critical literacy: Understanding the convergence. E-Learning and Digital Media, 2(4), 14–24.
Kress, G. (1989). Linguistic processes in sociocultural practice. Oxford University Press.
Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–26.
Ladson-Billings, G. (1999). Just what is critical race theory and what’s it doing in a nice field like education?. In L. Parker, D. Deyhle & S. Villenas (Eds.), Race is... race isn’t: Critical race theory and qualitative studies in education (pp. 7–30). Westview Press.
Lankshear, C. (1997). Changing literacies. Buckingham, UK: Open University Press.
Lather, P. (1992). Postmodernism in the human sciences. In S. Kvale (Ed.), Psychology and postmodernism (pp. 88–109). Sage.
Lankshear, C. (1997). Changing literacies. Open University Press.
Lee, D. (1992). Competing discourses: Perspective and ideology in language. Longman.
Lin, A. M. Y. (2004). Introducing a critical pedagogical curriculum: A feminist reflective account. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 271–290). Cambridge University Press.
Luke, A. (1996). Genres of power? Literacy education and the production of capital. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 308–338). Longman.
Luke, A. (1997). Critical approaches to literacy. In V. Edwards & D. Corson (Eds.), Encyclopedia of language and education, vol. 2 Literacy (143–151). Kluwer Academic Publishers.
Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43(5).
Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the Four Resources Model. Practically Primary, 4(2), 5–8.
Macedo, D. (2006). Literacies of power. Westview Press.
Martin, J. R. (1989). Factual writing: Exploring and challenging social reality. Oxford University Press.
Martin, J. R. (1992). Critical thinking for a humane world. In Stephen P. Norris (Ed.), The generalizability of critical thinking. Multiple perspectives on an educational ideal (pp. 163–180). Teachers College Press.
McCarthy, M. (2001). Issues in applied linguistics. Cambridge University Press.
McLaren, P. (1989). Life in schools: An introduction to critical pedagogy in the foundations of education. Longman.
McPeck, J. E. (1981). Critical thinking and education. St. Martin’s Press.
Mejía, A. D. (2009). In just what sense should I be critical? An exploration into the notion of “assumption” and some implications for assessment. Studies in Philosophy and Education, 28(4), 351–367.
Mitchell, R., & Myles, F. (2013). Second Language Learning Theories. Routledge.
Mitsikopoulou, B. (1999). The professional article and the construction of ELT professional identities. Unpublished PhD thesis. NKUA.
Mitsikopoulou, B. (2010). From educational pragmatism to critical literacy pedagogy: Transformations in language teaching practices. In Α. Psaltou-Joycey & Μ. Mattheoudakis (Eds.), Advances in research on language acquisition and teaching: Selected papers. Proceedings of the 14th International Conference of the Greek Association of Applied Linguistics (pp. 319-334). Thessaloniki: GALA.
Mitsikopoulou, B. (2015). Rethinking online education: Media, ideologies, and identities. Routledge.
Mitsikopoulou, B. (2020). Genre instruction and critical literacy in teacher education: Features of a critical foreign language pedagogy in a university curriculum. L2 Journal, 12(2), 94-109.
Moon, J. (2008). Critical thinking: An exploration of theory and practice. Routledge.
Morgan, W. (1997). Critical literacy in the classroom: The art of the possible. Routledge.
Papastephanou, M., & Angeli, C. (2007). Critical thinking beyond skill. Educational Philosophy and Theory, 39(6), 604–621.
Paul, R., & Elder, L. (2007). White paper. Consequential validity using assessment to drive instruction. Foundation for Critical Thinking. www.criticalthinking.org.
Peirce, B. (1989). Toward a pedagogy of possibility in the teaching of English internationally. TESOL Quarterly, 23(3), 401-420.
Pennycook, A. (1994). The cultural politics of English as an international language. Longman.
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum.
Pennycook, A. (2010). Critical and alternative directions in applied linguistics. Australian Review of Applied Linguistics, 33(2), 1–16.
Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.
Reisigl, M., & Wodak, R. (2001). Discourse and discrimination: Rhetorics of racism and antisemitism. Routledge.
Richardson, L. (1990). Writing strategies: Reaching diverse audiences. Sage.
Rothery, J. (1996). Making changes: Developing an educational linguistics. In R. Hasan & G. Williams (Eds.), Literacy in society (pp. 86-123). Longman.
Shor, I. (1992). Empowering education: Critical teaching for social change. University of Chicago Press.
Simon, R. I. (1992). Teaching against the grain: Essays towards a pedagogy of possibility. Bergin & Garvey.
Stanley, W. B. (1992). Curriculum for utopia: Social reconstructionism and critical pedagogy in the postmodern era. SUNY Press.
Street, B. V. (Ed.) (1993). Cross-cultural approaches to literacy. Cambridge University Press.
Sultana, S., & Dovchin, S. (2019). Relocalization in digital language practices of university students in Asian peripheries: Critical awareness in a language classroom. Linguistics and Education, 62(4),100752
Talbot, M. (1996). The construction of gender in a teenage magazine. In N. Fairclough (Ed.), Critical language awareness (2nd ed). (pp. 174-199). Longman.
Threadgold, T. (1989). Talking about genre: Ideologies and incompatible discourses. Cultural Studies, 3(1), 101–127.
Tollefson, J. (Ed.) (1995). Power and inequality in language education. Cambridge University Press.
Twardy, C. R. (2004). Argument maps improve critical thinking. Teaching Philosophy, 27(2), 95–116.
Usher, R., & Edwards, R. (1994). Postmodernism and education. Different voices, different worlds. Routledge.
Wallace, C. (1996). Critical literacy awareness in the EFL classroom. In N. Fairclough (Ed.), Critical language awareness (2nd ed). (pp. 59-92). Longman.
Walters, K. S. (1994). Critical thinking, rationality, and the vulcanization of students. In K. S. Walters (Ed.), Re-thinking reason: New perspectives in critical thinking (pp. 61–80). State University of New York Press.
Widdowson, H. G. (1995). Discourse analysis: A critical view. Language and Literature, 4(3), 157-172.
Wodak, R., & Meyer, M. (2016). Methods of critical discourse studies. Sage Publications.
Yeh, S. (2001). Tests worth teaching to: Constructing state-mandated tests that emphasize critical thinking. Educational Researcher, 30(9), 12–17.