Critical possibilities: decritique, deracination, and the D.I.S.
PhD Thesis
Title | Critical possibilities: decritique, deracination, and the D.I.S. |
---|---|
Type | PhD Thesis |
Authors | |
Author | Flores, Becky |
Supervisor | Lee, Chris |
Institution of Origin | University of Southern Queensland |
Qualification Name | Doctor of Philosophy |
Number of Pages | 261 |
Year | 2005 |
Abstract | This dissertation presents the theory and practice of Decritique, a critical pedagogy for the first-year college English classroom that offers an alternative to contemporary applications of critical theory. Underscored by a philosophy of language drawn from Husserl's pure phenomenology and Derrida's deconstruction, a key characteristic of the pedagogy is delineation between re-cognition and recognition: the former actively seeking ways to re-position one's own thinking in relation to perceptions of the world; the latter endorsing existing perception. Concepts of 'respect' and 'tolerance' are questioned in Decritique, positing that they can operate as agents of oppression; instead, students engage in critical interaction and animated introspection that, in turn, opens the possibility of change. Concerned with the theory and practice of a reconceptualized critical pedagogy, the question at the core of Decritique is ways for students to reach a point of cognitive struggle leading to genuine discovery without the pain that can accompany criticism and critical self-reflection acting as a barrier to learning. Chapters One through Three examine what constitutes 'the critical'; namely, critical thinking, critical pedagogy, critical literacy, and critical care, Chapter Four discusses a reconceptualization of these criticalities, Chapter Five examines the theory of Decritique, Chapter Six presents a three-semester pilot study comparing Decritique with a pedagogy of 'caring' in both face-to-face and online learning environments, and Chapter Seven provides the study’s conclusions. Results indicate that students taught with Decritique consistently produced more writing than those taught with a 'caring' approach, demonstrated greater evidence of 'critical' reflection on essay revisions, engaged more animatedly in verbal and written discourse, exhibited a strong sense of critical camaraderie, particularly in the face-to-face classroom, and that essays averaged nearly five percent, or half a letter grade, higher. Retention and pass rates were higher in the Decritique classes and students were more likely to be satisfied with their learning experience. Implementation of the pedagogy on a wider, cross-institutional level is recommended in order to investigate the potential of Decritique as an alternative critical pedagogy for the first-year college English classroom, one that promotes reflective critical analysis of discourse with a commitment to the possibilities of praxis. |
Keywords | decritique, pedagogy, egocentric, detached intellectualized space (DIS), deracination |
ANZSRC Field of Research 2020 | 369999. Other creative arts and writing not elsewhere classified |
390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
https://research.usq.edu.au/item/9xxv9/critical-possibilities-decritique-deracination-and-the-d-i-s
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