Exploring the Relationship Between Critical Learning, Legitimate Power, and Coercive Power

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Sociocultural Approaches to Teaching and Learning

Abstract

The study utilized grounded theory methods and methodology to explore how critical pedagogy shapes and influences the development of a critical lens among pre-service teachers. This study was prompted by the recognition that a limited number of empirical studies within the educational research literature examine the process and outcomes of socially just teaching and learning at the pre-service level. The emerging grounded theory stipulates that facilitating critical teaching and learning experiences among pre-service teachers is a complex process that is significantly mediated by the form of power enacted by the self-identified critical pedagogue.

Author

• Barb Anne Pollard, University of Windsor