Resources

A simple "How to Use Role Playing Guide" that includes Define Objectives, Choose Context & Roles, Introducing the Exercise, Student Preparation/Research, The Role-Play,Concluding Discussion and Assessment

Focus is on using Role-Play to help historical figures come alive.

Handy 1-page summary of difference between grades and assessment, from the Duke University website.

In “Reacting to the Past” courses students learn by taking on roles, informed by classic texts, in elaborate games set in the past; they learn skills—speaking, writing, critical thinking, problem solving, leadership, and teamwork—in order to prevail in difficult and complicated situations. That is because Reacting roles, unlike those in a play, do not have a fixed script and outcome. While students will be obliged to adhere to the philosophical and intellectual beliefs of the historical figures they have been assigned to play, they must devise their own means of expressing those ideas persuasively, in papers, speeches or other public presentations; and students must also pursue a course of action they think will help them win the game.

Colorful infographic on the flipped classroom from Knewton.com. Explains: What is the flipped classroom; How it came to be; What’s driving it; and What it looks like.

Distinguishes critical thinking and critical pedagogy in educational research. Traces critical pedagogy from the work of Paulo Freire and Henry Giroux. Offers an alternative that focuses on the practice of criticality. Originally published in Critical Theories in Education, Thomas S. Popkewitz and Lynn Fendler, eds. (New York: Routledge, 1999).

Op-ed in Truthout. Offers a critique of market-driven educational reforms and argues for the continuing importance of putting critical pedagogy into practice.

2011 article from the International Journal of Critical Pedagogy. Presents results of qualitative research study of 17 self-identified critical pedagogues who attempt to employ critical pedagogy in the post-secondary classroom.

Blog post from Daily Struggles. Provides highlights of Paulo Freire’s work Pedagogy of the Oppressed. Discusses four levels of consciousness; the critique of educational banking; dialogics and conscientization; dialogics and antidialogics; the role of revolution; and utopia.

This essay is a revised version of the "Introduction" to Critical Literacy in Action, edited by Ira Shor and Caroline Pari (1999). Discusses and defines critical literacy and links to critical pedagogy.