FROM THE CULTURE OF SILENCE TO THE CULTURE OF EXPRESSION A META ANALYSIS OF THE PEDAGOGIES ADOPTED AT HIGHER EDUCATION INSTITUTIONS

http://dx.doi.org/10.31703/gsr.2023(VIII-I).30      10.31703/gsr.2023(VIII-I).30      Published : Mar 2023
Authored by : Jamil Ahmad , Bilal Shaukat

30 Pages : 307-315

References

  • Akyuz, A. A., Karli, k. & Muderrisoglu, M. V (2017). Experiential Pedagogy of the Oppressed. DeM Experiential Training Center Association.
  • Aliakbari, M. & Faraji, E. (2011). Basic Principles of Critical Pedagogy. International Proceedings of Economics Development and Research (IPEDR). 17(2011). 77-85
  • Attard, A., Di Ioio, E., Geven, K. & Santa, R. (2010). Student Centered Learning: An Insight Into Theory And Practice. Education and Culture DG. Lifelong Learning Programme. Bucharest.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189x018001032
  • Burnard, P. (1999). Carl Rogers and postmodernism: Challenges in nursing and health sciences. Nursing and Health Sciences, 1(4), 241–247. https://doi.org/10.1046/j.1442-2018.1999.00031.x
  • Carlile, O. and A. Jordan (2005). It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. In S. Moore, G. O’Neill, and B. McMullin (Eds.), Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE.
  • Cesaire, A. (2000) Discourse on Colonialism. New York; Monthly Review Press
  • Cobb, P. (1999). Where is the Mind? In P.Murphy (Ed.), Learners, Learning and Assessment. London: Open University Press.
  • Degener, S. C. (2001). Making sense of critical pedagogy in adult literacy education. National Center for the study of Adult Learning and Literacy. 2(2). https://www.ncsall.net/index.html@id=562.html
  • Dewey, J. (1916). Democraciay Educación. Madrid; España, Ediciones Morata
  • Dollarhide, C. T., Smith, A. T., & Lemberger, M. E. (2007). Counseling Made Transparent: Pedagogy for a Counseling Theories Course. Counselor Education and Supervision, 46(4), 242–253. https://doi.org/10.1002/j.1556-6978.2007.tb00029.x
  • Edwards, R. (2001). Meeting individual learner needs: power, subject, subjection. In C. Paechter, M. Preedy, D. Scott, and J. Soler (Eds.), Knowledge, Power and Learning. London: SAGE.
  • Elen, J., Clarebout, G., Léonard, R., & Lowyck, J. (2007). Student-centred and teacher-centred learning environments: what students think. Teaching in Higher Education, 12(1), 105– 117. https://doi.org/10.1080/13562510601102339
  • Evans, A. F., Evans, R. A. & Kennedy, W. B. (1987). Pedagogies for the non-poor. Washington, D.C.: Orbis Books
  • Evenson, D. H. & Hmelo, C.E. (2000). Problem- Based Learning: A Research Perspective on Learning Interactions, Lawrence Erlbaum Associates, London Fend, H. (1998), Qualität im Bildungswesen, Weinheim, Juventa.
  • Foley, P. (2007). A Case for and of critical pedagogy: Meeting the challenge of libratory education at Gallaudet University. Paper Presented at the American Communication Association’s annual conference. Taos: New Mexico.
  • Freire, P. & Faundez, A. (1989). Learning to question: Pedagogy of liberation. Geneva: WCC Publications
  • Freire, P. (2007). Pedagogy of the oppressed (30th Anniversary Edition ed.). New York: Continuum.
  • Freire, P. (1974). Education: the practice of freedom. London: Writers & Readers Publishing Cooperative
  • Cristillo, R. & Metcalf, D.J. (2010). Teaching in today‟s inclusive classrooms. New York: Wadsworth/Cengage Learning
  • Giroux, H.A. (1997). Pedagogy and the Politics of Hope: Theory, Culture, and Schooling. A Critical Reader. West View Press.
  • Heise, B., & Himes, D. (2010). The Course Council: An Example of Student-Centered Learning. Journal of Nursing Education, 49(6), 343–345. https://doi.org/10.3928/01484834-20100115-04
  • Horton, H. & Freire, P. (1990). We Make the Road by Walking: Conversations on Education and Social Change. Temple University Press. https://tupress.temple.edu/books/we-make-the-road-by-walking
  • Isah, A. & Omori, A. E. (2018) Tertiary Instructional Delivery for Relevance at the Global Scene. The 3rd international academic conference on social sciences. 54-60
  • Lee, H. S., & Butler, N. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923–948. https://doi.org/10.1080/09500690305023
  • Mehta, U & Pandya, S. (2017). Relevance of Educational Thoughts of Paulo Freire: Perceived Meaning and Essence in the Indian Context. International Journal of Advanced Research in Education & Technology (IJARET). 4(2). 78-86
  • Otukile-Mongwaketse, M. (2018). Teacher centered dominated approaches: Their implications for todays inclusive classrooms. International Journal of Psychology and Counselling, 10(2), 11–21. https://doi.org/10.5897/ijpc2016.0393
  • Naseem, M. A., & Arshad-Ayaz, A. (2016). What Kind of Pedagogy Do We Need to Address Extremism and Terror? Journal of Contemporary Issues in Education, 11(1), 6-18. https://doi.org/10.20355/c5ds33
  • Nyirenda, J.E. (1996). The Relevance of Paulo Freire's Contributions to Education and Development in Present Day Africa. Department of Adult Education, University of Botswana, Gaborone, Botswana.
  • O’Neill, G. & McMahon, T. (2005). Student centered Learning: What does it Mean for it Mean for Students and Lecturers? The All-Ireland Journal of Teaching and Learning in Higher Education (AISHE-J)
  • Ohara, Y., Saft, S. & Crookes, G. (2000). Teacher Exploration of Feminist Critical Pedagogy in Beginning Japanese as a Foreign Language Class. Paper presented at the University of Hawai’i, Manoa.
  • OSCE/ODIHR. (2011). Guidelines for Educators on Countering Intolerance and Discrimination against Muslims. Organization for Security and Co- operation in Europe. https://www.osce.org/odihr/84495
  • Rogoff, B. (1999). Cognitive development through social interaction: Vygotsky and Piaget. In P. Murphy (Ed.), Learners, Learning and Assessment. London: Open University Press.
  • Rothman, J. (2014). Reflexive Pedagogy: Teaching and Learning in Peace and Conflict Studies. Conflict Resolution Quarterly, 32(2), 109–128. https://doi.org/10.1002/crq.21107
  • Rozas, C. (2007). The Possibility of Justice: The Work of Paulo Freire and Difference. Studies in Philosophy and Education, 26(6), 561–570. https://doi.org/10.1007/s11217-007-9065-z
  • Scardamalia, M. & Bereiter, C. (2006). “Knowledge building: Theory, pedagogy, and technology”, in K. Sawyer (ed.), Cambridge Handbook of the Learning Sciences, 97-118, Cambridge University Press, New York.
  • Shor, I. (1993). Education is politics: Paulo Freire’s critical pedagogy. In P. McLaren & P. Leonard, eds. Paulo Freire: a critical reader. London; Routledge. Chapter 2, 25-35.
  • Simon, B. (1999). Why no pedagogy in England? In J. Leach and B. Moon (Eds.), Learners and Pedagogy. London: Sage Publications.
  • Swart, E., Engelbrecht, P., Eloff, I., Pettipher, R., & Oswald, M. (2004). Developing inclusive school communities: voices of parents of children with disabilities. Education as Change, 8(1), 80–108. https://doi.org/10.1080/16823200409487082
  • TABULAWA, R. (2006). International Aid Agencies, Learner-centred Pedagogy and Political Democratisation: A critique. Comparative Education, 39(1), 7–26. https://doi.org/10.1080/03050060302559
  • UNESCO- Working Document (2008). Voluntary Contributions by Speakers on Inclusive Education. http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE
  • United Nations Development Programme (UNDP). (2016). Preventing Violent Extremism through Promoting Inclusive Development, Tolerance and Respect for Diversity: A development response to addressing radicalization and violent extremism. UNDP https://www.undp.org/publications/preventing-violent-extremism-through-inclusive-development-and-promotion-tolerance-and-respect-diversity
  • Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012). Teaching Practices and Pedagogical Innovations. In TALIS. OECD. https://doi.org/10.1787/9789264123540-en
  • Wright, G. B. (2011). Student-Centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(3), 92–97. https://files.eric.ed.gov/fulltext/EJ938583.pdf
  • Tursunov, M. M. (2016). A COMPARATIVE ANALYSIS OF TEACHER-CENTERED AND LEARNER-CENTERED CLASSES. Международный научный журнал (International Scientific Journal), 6(3), 65-67.
  • Tapper, A. J. H. (2015). Paulo Freire and the Israeli– Palestinian Conflict: The Pedagogy of a Social Justice and Experiential Educational Program in Israel and Palestine. Revista Internacional de Educación para la Justicia Social (RIEJS), 4(1), 71-88.
  • Saleh, S. E. (2013). Paulo Freire’s Philosophy on Contemporary Education. University Bulletin. Dept. Faculty of Education – Agelat Zawia University. 15(1).91-111 https://bulletin.zu.edu.ly/issue_n15_1/Contents/E_06.pdf
  • Mendoza, R. M. B. (2016). Learner Centered Curriculum: Unveiling Students’ Perceptions & Attitudes. Universidad Distrital Francisco José de Caldas.

References

  • Akyuz, A. A., Karli, k. & Muderrisoglu, M. V (2017). Experiential Pedagogy of the Oppressed. DeM Experiential Training Center Association.
  • Aliakbari, M. & Faraji, E. (2011). Basic Principles of Critical Pedagogy. International Proceedings of Economics Development and Research (IPEDR). 17(2011). 77-85
  • Attard, A., Di Ioio, E., Geven, K. & Santa, R. (2010). Student Centered Learning: An Insight Into Theory And Practice. Education and Culture DG. Lifelong Learning Programme. Bucharest.
  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189x018001032
  • Burnard, P. (1999). Carl Rogers and postmodernism: Challenges in nursing and health sciences. Nursing and Health Sciences, 1(4), 241–247. https://doi.org/10.1046/j.1442-2018.1999.00031.x
  • Carlile, O. and A. Jordan (2005). It works in practice but will it work in theory? The theoretical underpinnings of pedagogy. In S. Moore, G. O’Neill, and B. McMullin (Eds.), Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE.
  • Cesaire, A. (2000) Discourse on Colonialism. New York; Monthly Review Press
  • Cobb, P. (1999). Where is the Mind? In P.Murphy (Ed.), Learners, Learning and Assessment. London: Open University Press.
  • Degener, S. C. (2001). Making sense of critical pedagogy in adult literacy education. National Center for the study of Adult Learning and Literacy. 2(2). https://www.ncsall.net/index.html@id=562.html
  • Dewey, J. (1916). Democraciay Educación. Madrid; España, Ediciones Morata
  • Dollarhide, C. T., Smith, A. T., & Lemberger, M. E. (2007). Counseling Made Transparent: Pedagogy for a Counseling Theories Course. Counselor Education and Supervision, 46(4), 242–253. https://doi.org/10.1002/j.1556-6978.2007.tb00029.x
  • Edwards, R. (2001). Meeting individual learner needs: power, subject, subjection. In C. Paechter, M. Preedy, D. Scott, and J. Soler (Eds.), Knowledge, Power and Learning. London: SAGE.
  • Elen, J., Clarebout, G., Léonard, R., & Lowyck, J. (2007). Student-centred and teacher-centred learning environments: what students think. Teaching in Higher Education, 12(1), 105– 117. https://doi.org/10.1080/13562510601102339
  • Evans, A. F., Evans, R. A. & Kennedy, W. B. (1987). Pedagogies for the non-poor. Washington, D.C.: Orbis Books
  • Evenson, D. H. & Hmelo, C.E. (2000). Problem- Based Learning: A Research Perspective on Learning Interactions, Lawrence Erlbaum Associates, London Fend, H. (1998), Qualität im Bildungswesen, Weinheim, Juventa.
  • Foley, P. (2007). A Case for and of critical pedagogy: Meeting the challenge of libratory education at Gallaudet University. Paper Presented at the American Communication Association’s annual conference. Taos: New Mexico.
  • Freire, P. & Faundez, A. (1989). Learning to question: Pedagogy of liberation. Geneva: WCC Publications
  • Freire, P. (2007). Pedagogy of the oppressed (30th Anniversary Edition ed.). New York: Continuum.
  • Freire, P. (1974). Education: the practice of freedom. London: Writers & Readers Publishing Cooperative
  • Cristillo, R. & Metcalf, D.J. (2010). Teaching in today‟s inclusive classrooms. New York: Wadsworth/Cengage Learning
  • Giroux, H.A. (1997). Pedagogy and the Politics of Hope: Theory, Culture, and Schooling. A Critical Reader. West View Press.
  • Heise, B., & Himes, D. (2010). The Course Council: An Example of Student-Centered Learning. Journal of Nursing Education, 49(6), 343–345. https://doi.org/10.3928/01484834-20100115-04
  • Horton, H. & Freire, P. (1990). We Make the Road by Walking: Conversations on Education and Social Change. Temple University Press. https://tupress.temple.edu/books/we-make-the-road-by-walking
  • Isah, A. & Omori, A. E. (2018) Tertiary Instructional Delivery for Relevance at the Global Scene. The 3rd international academic conference on social sciences. 54-60
  • Lee, H. S., & Butler, N. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923–948. https://doi.org/10.1080/09500690305023
  • Mehta, U & Pandya, S. (2017). Relevance of Educational Thoughts of Paulo Freire: Perceived Meaning and Essence in the Indian Context. International Journal of Advanced Research in Education & Technology (IJARET). 4(2). 78-86
  • Otukile-Mongwaketse, M. (2018). Teacher centered dominated approaches: Their implications for todays inclusive classrooms. International Journal of Psychology and Counselling, 10(2), 11–21. https://doi.org/10.5897/ijpc2016.0393
  • Naseem, M. A., & Arshad-Ayaz, A. (2016). What Kind of Pedagogy Do We Need to Address Extremism and Terror? Journal of Contemporary Issues in Education, 11(1), 6-18. https://doi.org/10.20355/c5ds33
  • Nyirenda, J.E. (1996). The Relevance of Paulo Freire's Contributions to Education and Development in Present Day Africa. Department of Adult Education, University of Botswana, Gaborone, Botswana.
  • O’Neill, G. & McMahon, T. (2005). Student centered Learning: What does it Mean for it Mean for Students and Lecturers? The All-Ireland Journal of Teaching and Learning in Higher Education (AISHE-J)
  • Ohara, Y., Saft, S. & Crookes, G. (2000). Teacher Exploration of Feminist Critical Pedagogy in Beginning Japanese as a Foreign Language Class. Paper presented at the University of Hawai’i, Manoa.
  • OSCE/ODIHR. (2011). Guidelines for Educators on Countering Intolerance and Discrimination against Muslims. Organization for Security and Co- operation in Europe. https://www.osce.org/odihr/84495
  • Rogoff, B. (1999). Cognitive development through social interaction: Vygotsky and Piaget. In P. Murphy (Ed.), Learners, Learning and Assessment. London: Open University Press.
  • Rothman, J. (2014). Reflexive Pedagogy: Teaching and Learning in Peace and Conflict Studies. Conflict Resolution Quarterly, 32(2), 109–128. https://doi.org/10.1002/crq.21107
  • Rozas, C. (2007). The Possibility of Justice: The Work of Paulo Freire and Difference. Studies in Philosophy and Education, 26(6), 561–570. https://doi.org/10.1007/s11217-007-9065-z
  • Scardamalia, M. & Bereiter, C. (2006). “Knowledge building: Theory, pedagogy, and technology”, in K. Sawyer (ed.), Cambridge Handbook of the Learning Sciences, 97-118, Cambridge University Press, New York.
  • Shor, I. (1993). Education is politics: Paulo Freire’s critical pedagogy. In P. McLaren & P. Leonard, eds. Paulo Freire: a critical reader. London; Routledge. Chapter 2, 25-35.
  • Simon, B. (1999). Why no pedagogy in England? In J. Leach and B. Moon (Eds.), Learners and Pedagogy. London: Sage Publications.
  • Swart, E., Engelbrecht, P., Eloff, I., Pettipher, R., & Oswald, M. (2004). Developing inclusive school communities: voices of parents of children with disabilities. Education as Change, 8(1), 80–108. https://doi.org/10.1080/16823200409487082
  • TABULAWA, R. (2006). International Aid Agencies, Learner-centred Pedagogy and Political Democratisation: A critique. Comparative Education, 39(1), 7–26. https://doi.org/10.1080/03050060302559
  • UNESCO- Working Document (2008). Voluntary Contributions by Speakers on Inclusive Education. http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE
  • United Nations Development Programme (UNDP). (2016). Preventing Violent Extremism through Promoting Inclusive Development, Tolerance and Respect for Diversity: A development response to addressing radicalization and violent extremism. UNDP https://www.undp.org/publications/preventing-violent-extremism-through-inclusive-development-and-promotion-tolerance-and-respect-diversity
  • Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012). Teaching Practices and Pedagogical Innovations. In TALIS. OECD. https://doi.org/10.1787/9789264123540-en
  • Wright, G. B. (2011). Student-Centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(3), 92–97. https://files.eric.ed.gov/fulltext/EJ938583.pdf
  • Tursunov, M. M. (2016). A COMPARATIVE ANALYSIS OF TEACHER-CENTERED AND LEARNER-CENTERED CLASSES. Международный научный журнал (International Scientific Journal), 6(3), 65-67.
  • Tapper, A. J. H. (2015). Paulo Freire and the Israeli– Palestinian Conflict: The Pedagogy of a Social Justice and Experiential Educational Program in Israel and Palestine. Revista Internacional de Educación para la Justicia Social (RIEJS), 4(1), 71-88.
  • Saleh, S. E. (2013). Paulo Freire’s Philosophy on Contemporary Education. University Bulletin. Dept. Faculty of Education – Agelat Zawia University. 15(1).91-111 https://bulletin.zu.edu.ly/issue_n15_1/Contents/E_06.pdf
  • Mendoza, R. M. B. (2016). Learner Centered Curriculum: Unveiling Students’ Perceptions & Attitudes. Universidad Distrital Francisco José de Caldas.

Cite this article

APA

    APA : Ahmad, J., & Shaukat, B. (2023). From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions. Global Sociological Review, VIII(I), 307-315. https://doi.org/10.31703/gsr.2023(VIII-I).30

CHICAGO

    CHICAGO : Ahmad, Jamil, and Bilal Shaukat. 2023. "From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions." Global Sociological Review, VIII (I): 307-315 doi: 10.31703/gsr.2023(VIII-I).30

HARVARD

    HARVARD : AHMAD, J. & SHAUKAT, B. 2023. From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions. Global Sociological Review, VIII, 307-315.

MHRA

    MHRA : Ahmad, Jamil, and Bilal Shaukat. 2023. "From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions." Global Sociological Review, VIII: 307-315

MLA

    MLA : Ahmad, Jamil, and Bilal Shaukat. "From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions." Global Sociological Review, VIII.I (2023): 307-315 Print.

OXFORD

    OXFORD : Ahmad, Jamil and Shaukat, Bilal (2023), "From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions", Global Sociological Review, VIII (I), 307-315

TURABIAN

    TURABIAN : Ahmad, Jamil, and Bilal Shaukat. "From the Culture of Silence to the Culture of Expression: A Meta- Analysis of the Pedagogies Adopted at Higher Education Institutions." Global Sociological Review VIII, no. I (2023): 307-315. https://doi.org/10.31703/gsr.2023(VIII-I).30