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    ECL TASK 1 - Rendi Andi Kusumah

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    ECL TASK 1 - Rendi Andi Kusumah

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    labupi89
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    ECL TASK 1_Rendi Andi Kusumah

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    ECL TASK 1 - Rendi Andi Kusumah

    Uploaded by

    labupi89

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    © All Rights Reserved
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    Critical Thinking, Critical Literacy and Critical Pedagogy

    Resume:
    Critical Thinking is the art of analysing and evaluating thought processes with a view
    to improving them. Critical thinking is self-directed, self-disciplined, self-monitored, and
    self-corrective thinking (Richard Paul & Linda Elder, 2008). There are six stages of critical
    thinking namely unreflecting thinker, challenged thinker, beginning thinker, practicing
    thinker, advanced thinker and master thinker. There are eight elements of thought namely
    purpose, question at issue, information, concepts, assumption, interpretation, implications and
    point of view. Traditionally “literacy” refers to the linguistic and functional ability to read and
    write, while CL expands beyond this basic understanding (Coffey, 2015). Terry Locke (2004)
    defines, “CLA” is an overt consciousness raising exercise, concerned to make language-users
    aware of the verbal and non-verbal choices that are and can be made in the production of the
    texts and the ways in which these choices are used to reinforce particular discursive
    hegemonies “. Critical pedagogy is a form of education in which students are encouraged to
    question dominant or common notions of meaning a form their understanding of what they
    learn. There are eight concepts of critical pedagogy namely critical theory, pedagogy as a
    moral and political practice, the neutrality of knowledge, democracy and social justice,
    language and power conscientisation, oppression and liberation and culturally sustaining
    pedagogy. Critical pedagogy is an important framework and tool for teaching and learning
    because it (1) recognizes system and patterns of oppression within society-at-large ad
    education more specifically and in doing so, decrease oppression and increases freedom (2
    empowers students by enabling them to recognize how dominant power operates in numerous
    and often hidden ways (3) offers 2 critique of education that acknowledges its political nature
    while spotlighting the fact that is not neutral (4) encourages students and instructors to
    challenge commonly accepted assumptions that reveal hidden power structures, inequities,
    and injustice ( Kincheloe, J.L (2004), Critical Pedagogy Primer. P.Lang.
    Reflection:
    Looking at the definition presented, critical thinking means that we are able to analyse
    and evaluate everything that happens with our evolving thoughts. In this case, I can
    understand that the process in critical thinking is the result of our experience and self-
    discipline in enriching knowledge. What we think and understand is very relevant to the
    knowledge and insights we have. Although what is conveyed is only an assumption, the basis
    is from the knowledge we have. We can explain, question and evaluate something critically
    because we have a basis of knowledge and tend to want to find out more about the problem or
    material presented.
    Related to critical pedagogy, for me as an elementary school teacher, there is still a lot
    of to do so that students can ask questions related to the ideas and content of a material.
    Based on eight pedagogical concepts presented, as a teacher, I need to understand these
    concepts because this can help students develop their critical thinking, stimulate reflection,
    and motivate students to better understand the material presented which is adjusted to
    environmental factors and their daily life conditions. In this case, I let the students have their
    own opinions and there is no right or wrong statement regarding their understanding.
    Question:
    1. How to effectively motivate students to have the awareness to think critically?

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