The International Research Foundation
for English Language Education
CRITICAL PEDAGOGY & CRITICAL RESEARCH:
SELECTED REFERENCES
(last updated 11 May 2013)
Anderson, G. (1989). Critical ethnography in education: Origins, current status, and new
directions. Review of Educational Research, 59(3), 249-270.
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Benhabib, S. (1986). Critique, norm, and utopia: A study of the foundations of critical
theory. New York: Columbia University Press.
Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. London:
Continuum.
Blommaert, J. (2005). Discourse: A critical introduction. Cambridge, UK: Cambridge
University Press.
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relevance for critical nursing inquiry. Advances in Nursing Science, 21(3), 1-8.
Brookfield, S. (2005). The power of critical theory: Liberating adult learning and
teaching. San Francisco, CA: Jossey-Bass.
Browne, A. J. (2000). The potential contributions of critical social theory to nursing
science. Canadian Journal of Nursing Research, 32(2), 35-55.
Brutt-Griffler, J., & Samimy, K. K. (1999). Revisiting the colonial in the postcolonial:
Critical praxis for nonnative-English-speaking teachers in a TESOL program.
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hermeneutic analysis of the portrayal of African Americans. Dissertation
Abstracts International, 61(02B), 775.
Canagarajah, S. (2002). Multilingual writers and the academic community: Towards a
critical relationship. Journal of English for Academic Purposes, 1, 29–44.
Canagarajah, S. (2004). Subversive identities, pedagogical safehouses, and critical
learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language
learning (pp. 116–137). Cambridge, UK: Cambridge University Press.
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Web: www.tirfonline.org / Email: info@tirfonline.org
The International Research Foundation
for English Language Education
Capper, C. A. (1998). Critically oriented and postmodern perspectives: Sorting out the
differences and applications for practice. Educational Administration Quarterly,
34(3), 354-379.
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical
and practical guide. New York: Routledge.
Carspecken, P. F. (2001). Critical ethnographies from Houston: Distinctive features and
directions. In P. F. Carspecken & G. Walford (Eds.), Critical ethnography and
education (pp. 1-26). Oxford: JAI.
Carspecken, P. F., & Apple, M. (1992). Critical qualitative research: Theory,
methodology, and practice. In M. D. LeCompte, W. L. Millroy & J. Preissle
(Eds.), The handbook of qualitative research in education (pp. 507-553). San
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Carspecken, P. F., & Walford, G. (Eds.). (2001). Critical ethnography and education.
Oxford: JAI.
Cherryholmes, C. H. (1988). Power and criticism: Poststructural investigations in
education. New York: Teachers College Press.
Childers, S. M. (2011). Getting in trouble: Feminist postcritical policy ethnography in an
urban school. Qualitative Inquiry, 17(4), 345–354.
Clark, R., & Ivanic, R. (1998). Critical discourse analysis and educational change. In L.
van Lier & D. Corson (Eds.), The encyclopedia of language and education, Vol.6:
Knowledge about language (pp. 217-227). Dordrecht: Kluwer.
Comber, B., & Simpson, A. (Eds.). (2001). Negotiating critical literacy in language
classrooms. Mahwah, NJ: Erlbaum.
Correa, M. (2011). Advocating for critical pedagogical approaches to teaching Spanish
as a heritage language: Some considerations. Foreign Language Annals, 44(2),
308-320.
Crookes, G., & Lehner, A. (1998). Aspects of process in an ESL critical pedagogy
teacher education course. TESOL Quarterly, 32, 319 - 328.
Daigre, E. (2000). Toward a critical service-learning pedagogy: A Freirean approach to
civic literacy. Academic Exchange Quarterly, 4, 1-10.
Darder, A. (1995). Buscando America: The contributions of critical Latino educators to
the academic development and empowerment of Latino students in the U.S. In C.
L. Sleeter & P. L. McLaren, (Eds.), Multicultural education, critical pedagogy,
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for English Language Education
and the politics of difference (pp. 320-330). Albany, NY: State University of New
York Press.
del Bueno, D. (2005). A crisis in critical thinking. Nursing Education Perspectives, 26(5),
278-282.
Demeterio, F. (2001). Critical Hermeneutics-Jurgen Habermas. Retrieved October 14,
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Derrida, J. (1992). Passions: An oblique offering. In D. Woods (Ed.), Derrida: A critical
reader (pp.5-35). Oxford: Blackwell.
Diekelmann, N., & Allen, D. (1989). A hermeneutic analysis of the NLN criteria for the
appraisal of baccalaureate programs. In N. Diekelmann, D. Allen, & C. Tanner,
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Edelsky, C., & Johnson, K. (2004). Critical whole language practice in time and place.
Critical Inquiry in Language Studies, 1, 121–141.
Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive
myths of critical pedagogy. Harvard Educational Review, 59, 297-324.
Fairclough, N. (1995). Critical discourse analysis. London: Longman.
Fairclough, N. (1995). Critical language awareness and self-identity in education. In D.
Corson (Ed.), Discourse and power in educational organizations (pp.257-272).
Toronto, Ontario, Canada: Ontario Institute for Studies in Education Press.
Fairclough, N. (2001). The discourse of New Labour: Critical discourse analysis. In M.
Wetherell, S. Taylor & S. J. Yates (Eds.), Discourse as data: A guide for analysis
(pp. 229-266). Milton Keynes & London, UK: The Open University/Sage.
Fairclough, N. (2005). Critical discourse analysis, organizational discourse, and
organizational change. Organization Studies, 26, 915-939.
Flowerdew, J. (2011). Critical discourse analysis in historiography: The case of Hong
Kong’s evolving political identity. Basingstoke, Hampshire UK: Palgrave
Macmillan.
Fulton, Y. (1997). Nurses’ views on empowerment: A critical social theory perspective.
Journal of Advanced Nursing 26(3), 529-536.
Giroux, H. (1988). Schooling and the struggle for public life: Critical pedagogy in the
modern age. Minneapolis, MN: University of Minnesota Press.
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The International Research Foundation
for English Language Education
Giroux, H. (1989). Schooling as a form of cultural politics: Toward a pedagogy of and for
difference. In H.Giroux & P.McLaren, P. (Eds.), Critical pedagogy, the state, and
cultural struggle (pp. 125-151). Albany, NY: State University of New York Press.
Giroux, H. A. (2006). Theories of reproduction and resistance in the new sociology of
education: Toward a critical theory of schooling and pedagogy for the opposition.
In C. G. Robbins (Ed.), The Giroux reader (pp. 3-45). Boulder, CO: Paradigm.
Giroux, H., & McLaren, P. (Eds.). (1989). Critical pedagogy, the state, and cultural
struggle. Albany, NY: State University of New York Press
Giroux, H., & McLaren, P. (Eds.). (1994). Between borders: Pedagogy and the politics of
cultural studies. New York, NY: Routledge.
Gore, J. (1992). What we can do for you! What can "we" do for "you"? Struggling over
empowerment in critical and feminist pedagogy. In C. Luke & J. Gore (Eds.),
Feminisms and critical pedagogy (pp. 54-73). New York: Routledge.
Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes
of truth. New York: Routledge.
Gore, J. (1998). On the limits to empowerment through critical and feminist pedagogies.
In D. Carlson & M. W. Apple (Eds.), Power/Knowledge/Pedagogy: The meaning
of democratic education in unsettling times. Boulder, CO: Westview Press.
Grosz, E. A. (1994). Volatile bodies: Toward a corporeal feminism. Bloomington, IN:
Indiana University.
Harwood, N., & Hadley, G. (2004). Demystifying institutional practices: Critical
pragmatism and the teaching of academic writing. English for Specific Purposes,
23, 355–377.
Hawkins, M., & Norton, B. (2009). Critical language teacher education. In A. Burns & J.
Richards (Eds.), Cambridge guide to second language teacher education (pp. 3039). Cambridge: Cambridge University Press.
Hoy, D., & McCarthy, T. (1994). Critical theory. Oxford: Basil Blackwell.
Ironside, P. M. (2001). Creating a research base for nursing education: An interpretive
review of conventional, critical, feminist, postmodern, and phenomenological
pedagogies. Advances in Nursing Science 23(3), 72-87.
Janks, H. (2001). Identity and conflict in critical literacy. In B. Comber & A. Simpson (Eds.),
Negotiating critical literacy in classrooms (pp. 137–150). Mahwah, NJ: Erlbaum.
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The International Research Foundation
for English Language Education
Joseph, C. (2008). Difference, subjectivities and power: (De)colonizing practices in
internationalizing the curriculum. Intercultural Education, 19(1), 29-39.
Kamler, B. (2001). Relocating the personal: A critical writing pedagogy. Albany: State
University of New York.
Kanpol, B. (1999). Critical pedagogy (2nd ed.). Westpoint, CT: Praeger.
Kincheloe, J. L., & McLaren, P. (2000). Rethinking critical theory and qualitative
research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative
research (2nd ed., pp. 279-313). Thousand Oaks, CA: Sage.
Kincheloe, J. L., & McLaren, P. (2008). Rethinking critical theory and qualitative
research. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative
research (pp. 403-455). Los Angeles: Sage.
Kubota, R. (2004). Critical multiculturalism and second language education. In B. Norton
& K. Toohey (Eds.), Critical pedagogies and language learning (pp. 30–52).
Cambridge, UK: Cambridge University Press.
Kumaravadivelu, B. (2003). Critical language pedagogy: A postmethod perspective on
English language teaching. World Englishes, 22, 539–550.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the
postmodern. New York: Routledge.
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Quarterly, 34(4), 673-693.
Lather, P. (1996). Troubling clarity: The politics of accessible language. Harvard
Educational Review, 66(3), 525-546.
Le, T., & Short, M. (Eds.). (2009). Critical discourse analysis: An interdisciplinary
perspective. New York, NY: Nova Science Publishers.
Leeman, J. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign
Language Annals, 38, 35-45.
Leeman, J., & Martínez, G. (2007). From identity to commodity: Discourses of Spanish
in heritage language textbooks. Critical Inquiry in Language Studies, 4, 35-65.
Leeman, J., & Rabin, L. (2007). Reading language: Critical perspectives for the literature
classroom. Hispania, 90, 304-315.
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The International Research Foundation
for English Language Education
Lin, A., & Luk, J. (2002). Beyond progressive liberalism and cultural relativism:
Towards critical postmodernist, socio-historically situated perspectives in
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pedagogies and language learning (pp. 21–29). Cambridge, UK: Cambridge
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Luke, A., & Elkins, J. (2002). Towards a critical, worldly literacy. Journal of Adolescent
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McCarthy, T. (1978). The critical theory of Jürgen Habermas. Cambridge, MA:
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Mikol, C. (2005). Teaching nursing without lecturing: Critical pedagogy as
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Miller, E. R. (2009). Orienting to “being ordinary”: The (re)construction of hegemonic
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The International Research Foundation
for English Language Education
Monchinski, T. (2008). Critical pedagogy and the everyday classroom. Dordrecht:
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Talmy, S. (2010). Critical research in applied linguistics. In B. Paltridge & A. Phakiti
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