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Reflecting Teachers' Role in Curriculum Reform from Giroux's Critical Pedagogy
critical pedagogy;curriculum reform;Giroux
|Issue Date: ||2016-11-03T06:22:15Z
|Abstract: ||Abstract:This paper aims to discuss teachers' role in curriculum reform from the view of Giroux's critical pedagogy. It tries to connect the critical language and probability language of critical pedagogy with Grade 1-9 Curriculum in Taiwan.
At first, the paper reflects on teachers' tasks through "counter-text", "the politics of difference" and "counter-memory" from the perspective of a post-modernist border pedagogy. Secondly, it examines intellectuals' and teacher's characteristics, as well as discusses how teachers can be transformative intellectuals, which is the teachers' ideal model according to Giroux's theory. Finally, based on the critical pedagogy from Giroux, the article tries to present some assumptions about what roles teachers should take and give some suggestions for teacher education in the future.
|Relation: ||11(3), pp.3-21|
|Appears in Collections:||[教育研究所] 期刊論文|
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