A Balancing act: Ethical dilemmas of democratic teaching within critical pedagogy

Educational Action Research

Volumn 13, Issue 3, 2005, Pages 375-392

  McKinney, Carolyn ^a  

^a UNIVERSITY OF THE WITWATERSRAND   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249333549     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790500200298     Document Type: Article

References (34)

1. Anderson, G. L., 1989. Critical Ethnography in Education: origins, current status and new directions. Review of Educational Research, 59: 249–270.
2. Britzman, D., 1992. The Terrible Problem of Knowing Thyself: toward a poststructuralist account of teacher identity. Journal of Curriculum Theorising, 9: 23–46.
3. Britzman, D., Santiago-Valles, K. A., and Jiménez-Muñoz, G. M., 1991. Dusting off the Erasures: race, gender and pedagogy. Education and Society, 9: 88–99.
4. Carr, W., and Kemmis, S., 1986. Becoming Critical: education, knowledge and action research, London: Falmer Press.
5. Day, C., 1998. Working with the Different Selves of Teachers: beyond comfortable collaboration. Educational Action Research, 6: 255–273.
6. Ellsworth, E., 1989. Why Doesn't This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy. Harvard Educational Review, 59: 297–324.
7. Frankenberg, R., 1993. White Woman, Race Matters: the social construction of whiteness, London: Routledge.
8. Freire, P., 1970/1996. Pedagogy of the Oppressed, revised edn, London: Penguin.
9. Freire, P., 1985. The Politics of Education: culture, power and liberation, Westport: Bergin & Garvey.
10. Freire, P., 1987. “ A Response ”. In Mentoring the Mentor: a critical dialogue with Paulo Freire, Edited by: Freire, P., Fraser, J. W., Macedo, D., McKinnin, T., and Stokes, W. T., New York: Peter Lang. vol. 60, Counterpoints Studies in the Postmodern Theory of Education Series
11. Freire, P., and Macedo, D., 1987. Literacy: reading the word and the world, London: Routledge & Kegan Paul.
12. Gillespie, D., Ashbaugh, L., and DeFiore, D., 2002. White Women Teaching White Women about White Privilege, Race Cognizance and Social Action: toward a pedagogical pragmatics. Race, Ethnicity and Education, 5: 237–253.
13. Giroux, H., 1989. Schooling for Democracy., London: Routledge.
14. Giroux, H., 2001. Theory and Resistance in Education: towards a pedagogy for the opposition, revised edn, Westport: Bergin & Garvey.
15. Hall, S., 1992. “ The Question of Cultural Identity ”. In Modernity and its Futures, Edited by: Hall, S., Held, D., and McGrew, T., Cambridge: Polity Press.
16. Hall, S., 1996. “ Introduction: who needs identity? ”. In Questions of Cultural Identity, Edited by: Hall, P., and du Gay, P., London: Sage.
17. Janks, H., 2001. “ Identity and Conflict in the Critical Literacy Classroom ”. In Negotiating Critical Literacies in Classrooms, Edited by: Comber, B., and Simpson, A., London: Lawrence Erlbaum Associates.
18. Janks, H., 2002. Critical Literacy: beyond reason. Australian Educational Researcher, 29: 7–26.
19. Kemmis, S., 1993. “ Action Research ”. In Educational Research: current issues, Edited by: Hammersley, M., London: Paul Chapman.
20. Lather, P., 1991. Getting Smart: feminist research and pedagogy with/in the postmodern, New York: Routledge.
21. Leitch, R., and Day, C., 2000. Action Research and Reflective Practice: towards a holistic view. Educational Action Research, 8: 179–193.
22. McKinney, C., 2003. “ Educating ‘Constructively Critical Citizens’? ”. In Exploring Student Responses to the Apartheid Past in a South African Undergraduate English Studies Course, Institute of Education, University of London. PhD thesis
23. McKinney, C., 2004a. ‘A Little Hard Piece of Grass in Your Shoe’: understanding student resistance to critical literacy in post–apartheid South Africa. Southern African Linguistics and Applied Language Studies, 22: 63–73.
24. McKinney, C., 2004b. ‘It's Just a Story’: ‘white’ students’ difficulties in reading the apartheid past. Perspectives in Education, 22: 37–45.
25. McMahon, T., 1999. Is Reflective Practice Synonymous with Action Research. Educational Action Research, 7: 163–169.
26. Morgan, W., 1997. Critical Literacy in the Classroom–the art of the possible, London: Routledge.
27. Reed, Y., Davis, H., and Nyabanyaba, T., 2002. Investigating Teachers’ ‘Take–up’ of Reflective Practice from an In–service Professional Development Teacher Education Programme in South Africa. Educational Action Research, 10: 253–273.
28. Rosenberg, P., 1997. “ Underground Discourses: exploring whiteness in teacher education ”. In Off White: readings on race, power and society, Edited by: Fine, M., Weis, L., Powell, L. C., and Mun Wong, L., New York: Routledge.
29. Ropers-Huilman, B., 1997. Constructing Feminist Teachers: complexities of identity. Gender and Education, 9: 327–343.
30. Sinclair, J. M., and Coulthard, R. M., 1975. Towards an Analysis of Discourse: the English used by teachers and pupils, London: Oxford University Press.
31. Stanulis, R. N., Campbell, P. E., and Hicks, J., 2002. Finding Her Way: a beginning teacher's story of learning to honour her own voice in teaching. Educational Action Research, 10: 45–65.
32. Weedon, C., 1997. Feminist Practice and Poststructuralist theory., Oxford: Blackwell.
33. Weiler, K., 1988. Women Teaching for Change: gender, class and power, New York: Bergin & Garvey.
34. Weiler, K., 1991. Freire and a Feminist Pedagogy of Difference. Harvard Educational Review, 61: 449–474.