Graham V Crookes
Biographic Data
| ID | 6303205 |
|---|---|
| NAME | Graham V Crookes |
| GIVEN NAMES | Graham V |
| FAMILY NAME | Crookes |
| SIGNATURE | CROOKES G V |
| AFFILIATIONS | University of Hawaiʻi at Mānoa |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Critical Pedagogy in Language Teaching
In this entry, the application of critical pedagogy to second‐language teaching is summarized. Critical pedagogy is a perspective on teaching and curriculum which intends to foster action to increase social justice in cultures and societies. It has been increasingly applied in the teaching of second languages. The entry addresses the overall goals of critical pedagogy (social justice). It briefly considers actions that have been reported and form…
Critical language pedagogy
There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). E…
Introduction to the Special Issue on Critical Language Pedagogy
Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates them in respect to values such as equity, liberty, and social justice [...]
Critical Language Pedagogy and Task-Based Language Teaching
Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Cont…
Final Thoughts
In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]
The use of K-pop culture in a critical EAP classroom
In this study, we describe how one of the authors (Hyeyoung) used pop culture in one of her courses, an English for Academic Purposes (EAP) class at a provincial university in the western USA, and illustrate a possible procedure, rationale, and potential for using pop culture based on critical pedagogy. Hyeyoung aided students in critically exploring the Korean pop songs phenomenon (hereafter, K-pop), and used lyrics as a prompt for critical dial…
Critical language pedagogy
There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). E…
The use of K-pop culture in a critical EAP classroom
In this study, we describe how one of the authors (Hyeyoung) used pop culture in one of her courses, an English for Academic Purposes (EAP) class at a provincial university in the western USA, and illustrate a possible procedure, rationale, and potential for using pop culture based on critical pedagogy. Hyeyoung aided students in critically exploring the Korean pop songs phenomenon (hereafter, K-pop), and used lyrics as a prompt for critical dial…
Introduction to the Special Issue on Critical Language Pedagogy
Readers of the journal Education Sciences will be broadly aware that within educational research as a whole, a position exists that analyzes educational issues and researches questions from an overall contextual perspective that locates them in respect to values such as equity, liberty, and social justice [...]
Critical Language Pedagogy and Task-Based Language Teaching
Curriculum development and empirical research in the field of second language acquisition could benefit the field of critical language pedagogy (CLP) and its practitioners. This article reviews central concepts in the organization of curriculum in CLP and compares them with another major curricular initiative in second language teaching, namely task-based or task-supported approaches, with particular emphasis on task-based language teaching. Cont…
Final Thoughts
In this final contribution, the authors of the Special Issue reflect collaboratively on the work gathered in the Special Issue [...]
Critical language pedagogy
There are long and diverse strands of thinking about how schools and schooling, teaching, curriculum, and learning could be conceptualized and developed so as to foster what is often loosely called social justice. Many of these strands go back (in Europe) at least to the French Revolution. The original term that encompasses this area is ‘radical pedagogy’ (that is to say, a pedagogy suitable for radicals or radical purposes; cf. Crookes, 2009). E…
Critical Pedagogy in Language Teaching
In this entry, the application of critical pedagogy to second‐language teaching is summarized. Critical pedagogy is a perspective on teaching and curriculum which intends to foster action to increase social justice in cultures and societies. It has been increasingly applied in the teaching of second languages. The entry addresses the overall goals of critical pedagogy (social justice). It briefly considers actions that have been reported and form…
Psychology (6 works) · Computer Science (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Sociology (4 works) · Critical pedagogy (3 works) · Curriculum (3 works) · Second Language Learning and Teaching (3 works) · Social justice (3 works) · Social science (3 works)