Research Article

Critical Pedagogy and High Order Thinking Skills in a Classroom Discourse

Authors

  • RACHID BENDRAOU Teacher of English, CELTA holder, PhD Candidate, Applied Linguistics, Language and Society Research Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco
  • SANA SAKALE Professor, English Studies, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco

Abstract

The main aim of this study is to examine the effectiveness of critical pedagogy and high-order thinking skills in upgrading values-based education and intercultural understanding. Critical pedagogy is a transformational approach that aims to embrace educational values, intercultural identity, the commonality of beneficence and the value of individual freedom in today’s globalised world. In this regard, the teacher’s role is to help learners to aggrandize their intercultural and critical cultural responsibility for acceptance of otherness, that is, self-reflection, essentialism, and cosmopolitanism in a value based educational system. This article used EFL teaching materials that drew on critical literacy (two culturally based units and a short story analysis) stemming from the critical pedagogy lens (praxis pedagogy). The data of this study were analysed qualitatively through the three stages of disciplinary Fairclough’s approach to critical discourse analysis: description, interpretation and explanation; it is an approach that considers language as a form of political and social practice. The findings revealed that critical pedagogy and high order skills developed values-based education as well as intercultural understanding.

Article information

Journal

International Journal of Linguistics Studies

Volume (Issue)

3 (2)

Pages

99-114

Published

2023-06-04

How to Cite

BENDRAOU, R., & SAKALE, S. (2023). Critical Pedagogy and High Order Thinking Skills in a Classroom Discourse. International Journal of Linguistics Studies, 3(2), 99–114. https://doi.org/10.32996/ijls.2023.3.2.8

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Keywords:

critical pedagogy, critical literacy, high order skills, intercultural understanding, values-based education