A More Critical Pedagogy: Could It Reduce Non-Completer Rates of Male Latino High School Students? The Student Perspective

Autor/in	Halx, Mark D.
Titel	A More Critical Pedagogy: Could It Reduce Non-Completer Rates of Male Latino High School Students? The Student Perspective
Quelle	In: Pedagogy, Culture and Society, 22 (2014) 2, S.251-274 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2013.825876
Schlagwörter	Critical Thinking; Teaching Methods; Males; High School Students; Hispanic American Students; Low Income Groups; Dropouts; Student Attitudes; Educational Environment; Learner Engagement; Grounded Theory; Dropout Research; Mexican Americans; Relevance (Education); Thinking Skills; Teacher Expectations of Students; Interviews; Social Status; Social Stratification; Student Needs; Aspiration; Texas + Suchen Sie Ihr Suchwort? Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Relevance; Relevanz; Denkfähigkeit; Interviewing; Interviewtechnik; Sozialer Status; Soziale Zusammensetzung; Streben
Abstract	This study was an inquiry to explore the notion of using a more critical pedagogy to educate young male Latino high school students of low socioeconomic status. Using the tenets of critical pedagogy as a guide, eight students who did not complete high school were asked how they might have felt about a different classroom dynamic and an environment with different "rules" of engagement. Using modified grounded theory approach in which the voice of the students was privileged, this qualitative study addresses the following questions: What do the students believe caused their non-completion status, and how receptive would the students have been to the use of alternate pedagogical practices? The findings suggest that these students would have welcomed a more critical pedagogical educational environment, and it is likely that they would "not" be in their current non-completion circumstance had a more critical pedagogy been in place. The students spoke, and this study sets out to document their voice authentically. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10