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The 4th IPrA conference in Kobe last year shaped its theme, 'Cognition and communication in an intercultura! context', around a number of panels which provided for unified forums of discussion. But in the margins of these arranged sessions, there were a number of individual speakers addressing intercultural issues, who, in attending each others' presentations, came to see the need to establish a post-factum 'panel'. Indeed, exchanging impressions in the corridors of Shoin Women's University about how clearly they saw their presentations overlap in terms of a preferred approach to intercultural communication, they concluded that a valuable opportunity had been missed to voice these overlappings in a panel session. At the same time, however, the opportunify presented itself to continue the cross-fertilization of ideas, extending it to other like-minded Kobe lecturers who came to join the discussion. The present volume reports on the outcomes of these reflections. As a 'critical' reading of the Kobe lectures brought together in the present special issue, this introductory article can actually be read as a postscript to the volume. Rather than merely rewording the main theme and setting of each of the contributions, we prefer to engage in what Garfinkel would call a 'purposeful misreading' of the articles, raising issues about each of them which the individual contributors may or may not have intended to address explicitly. It is our purpose to pick out some significant trends in order to demonstrate how we see this volume as a challenge for and confrontation with the field of intercultural communication research. In doing so, we invite the contributors and readers alike to evaluate our reading vis-d-vis their own. A basso continuo that runs through the contributions is a critical outlook on intercultural communication.z This critical outlook manifests itself at two levels: at the object level of the analysis of intercultural interactions and at the metatheoretical level of the discussion of current trends and models within

This study aims to explore the difference between the field independent (FI) and field dependent (FD) learners in the area of EFL critical reading skills. To this end, 60 undergraduate EFL students who had taken and passed the Critical Reading course involved as the subjects. The Group Embedded Figure Test (GEFT) was administered to classify the students’ cognitive styles into FI and FD groups. Furthermore, to measure the students’ critical reading skills, the critical reading comprehension test (CRCT) in the form of multiple choice questions was developed and administered. The test items were focused on assessing students’ analytical and inferential skills of reading texts, specifically on determining the main idea, the purpose, the tone, making an inference and taking conclusion. The findings indicate that there is a statistically significant difference in the critical reading skills between FI and FD students. More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the CRCT. Pedagogically, selecting appropriate reading texts to be used in Critical Reading course practice for developing the students’ critical reading skills will be beneficial for both of FI and FD students.

Indonesia’s bid to be the world’s Muslim fashion capital involves a growing number of female Muslim fashion designers and business owners. With more urban Indonesian young women adopting modest clothing, increasing state support for creative and digital economy, and ease of access and distribution, the market expansion of the Muslim fashion industry allows young Muslim women to become successful entrepreneurs and good virtuous Muslims at the same time. Based on 12 months of ethnographic fieldwork, this article examines how Indonesia’s emerging female ethical entrepreneurs frame their successes using highly individualistic and virtuous registers. Muslim women’s fashion entrepreneurs seem to be concerned primarily with their passion, talent, and hard work combined with their commitment to religious practices to receive ‘blessings’ from God for their businesses. Labour conditions of mostly lower-class Muslim women working in home-based garment workshops or konveksi, manufacturing the new styles of hijab or veil and modest dresses for the industry, were treated as dismissible and small adjustments were quick to be celebrated as improvements. This paper calls for a critical reading of Muslim women’s economic participation and argues that the visibility of middle-class young women as aspiring entrepreneurs conceals the exploitation of lower-class young women’s labour.

Los trabajos experimentales que tienen por objeto examinar principios de justicia distributiva en niños, pueden ser leídos desde la procedencia de los participantes. En el desarrollo de esta idea, se han seleccionado aquellos estudios que incluyen niños de sociedades de pequeña escala. La lectura crítica propuesta a partir de esta revisión temática permite, en primer lugar, llevar a cabo la distinción entre sociedades de pequeña escala y sociedades no Weird (no occidentales, educadas, industrializadas, ricas y democráticas). Las sociedades de pequeña escala son no Weird, pero las no Weird pueden ser de gran escala. Se determinó, en segundo lugar, que los trabajos de distribución de recursos con sociedades de pequeña escala pueden distinguirse por sus resultados: unos tienden a establecer universales psicológicos; otros identifican diferencias culturales con respecto a sociedades Weird y no Weird.

Objetivou-se avaliar a ocorrência da dor associada ao câncer em pacientes oncológicos fora de possibilidade terapêutica. Trata-se de uma Revisão integrativa nas bases de dados MEDLINE, BDENF – Enfermagem e LILACS, em artigos nos idiomas inglês, espanhol e português, no período de 2009 a 2019, selecionando-se 06 artigos por meio de leitura exploratória e crítica dos títulos, resumos e resultados alcançados nos estudos. Os estudos apresentaram diferenças em relação à metodologia e aos instrumentos utilizados. O quadro álgico foi relacionado principalmente à presença de metástases, como por exemplo, a óssea. A dor está presente na maior parte dos casos de pacientes com câncer fora de possibilidade terapêutica dos estudos analisados, acompanhada de vários sinais e sintomas indesejados, como cansaço, tristeza, sentimentos de inutilidade e angústia.

This study was conducted to evaluate respondents' writing ability through the Bloom’s Taxonomy 1956 theory using a critical reading approach. This study was based on three objectives: assessing respondents’ essay writing quality before introducing critical reading, assessing respondents' writing quality after critical reading exposure, and examining the perspective of exposing the critical reading approach. There were 10 form 2 students from an intermediate school located in Negeri Sembilan who were enrolled in the study. All data was collected and analysed from a test sheet, questionnaire and essay marking scheme. There are four reading passages used from form one and two textbooks. The respondents were evaluated by a post test to determine the effectiveness of the teaching of learning about critical reading applications in essay writing. This teaching process has been conducted for four weeks and the respondents have improved their essay writing skills with a critical reading approach. At the end of this study it was realized that critical reading approach can improve essay writing.

Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and individual decision-making. In invoking exponential growth, mathematical modelling, statistical analysis, and the like, these data visualizations invite opportunities for mathematics teaching and learning. Yet data visualizations are social texts, authored from specific points of view, that narrate particular, and often consequential, stories. Their fundamental reliance on quantification and mathematics cements their social positioning as supposedly objective, reliable, and neutral. The reading of any data visualization demands unpacking the role of mathematics, including how data and variables have been formatted and how relationships are framed to narrate stories from particular points of view. We present an approach to a critical reading of data visualizations for the context of mathematics education that draws on three interrelated concepts: mathematical formatting (what gets quantified, measured, and how), framing (how variables are related and through what kind of data visualization), and narrating (which stories the data visualization tells, its potential impacts and limits). This approach to reading data visualisations includes a process of reimagining through reformatting, reframing and renarrating. We illustrate this approach and these three concepts using data visualizations published in the New York Times in 2020 about COVID-19. We offer a set of possible questions to guide a critical reading of data visualizations, beyond this set of examples.

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.

Short stories provide suitable reading materials to enrich the study of American History. Using literary works can help foster transformative history teaching, especially when discussing the violent past to construct a better future. This study aims at examining two American short stories that deal with racism and prejudice. Used as primary data are “Désirée’s Baby” (1893) which tells about racial intolerance in a pre-Civil War plantation society; and “Shame” (1964), a story about intolerance experienced by a Black schoolboy. Critical reading method is applied by making contextualization with different American historical periods. The results show that (1) themes of xenophobia, racism, and intolerance are evident in these short stories; (2) authorial backgrounds help explain their dealing with the history of racism shown in their works; and (3) stories of inter-racial relations make good reading supplements for teaching American History. In conclusion, literature is history which is beautifully condensed that can help raise students’ awareness about the evil pasts and to grow a historical empathy in facing current realities in order to build a more just, civil, and compassionate society in the future.

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.

A now influential reading of Kant's statement of innate right in the Doctrine of Right interprets it as affirming a basic right of each to freedom of choice and action. This reading treats the innate right as foundational to Kant's entire philosophy of right—all other rights are said to be derived from the innate right. I call this the ‘free choice’ reading of innate right; while it enjoys considerable intuitive appeal, it is contestable on textual and systematic grounds. I show that the free choice reading (a) conflates Kantian external freedom with liberal negative freedom and (b) that its foundationalist assumptions about innate right conflict with Kant's critical method of justification. I go on to offer an alternative interpretation of innate right as conditionally affirming subjects' capacity for legal accountability, the real possibility of which depends on that of acquired right. Far from supplying the basis of acquired right, the possibility of innate right thus depends on that of acquired right. I close with some remarks on the merits of reading Kant's innate right critically and hence, counter-intuitively.

The article develops a critical approach to AI in content moderation adopting a decolonial perspective. In particular, the article asks: to what extent does the current AI moderation system of platforms address racist hate speech and discrimination? Based on a critical reading of publicly available materials and publications on AI in content moderation, we argue that racialised people have no significant input in the definitions and decision making processes on racist hate speech and are also exploited as their unpaid labour is used to clean up platforms and to train AI systems. The disregard of the knowledge and experiences of racialised people and the expropriation of their labour with no compensation reproduce rather than eradicate racism. In theoretically making sense of this, we draw influences from Anibal Quijano’s theory of the coloniality of power and the centrality of race, concluding that in its current iteration, AI in content moderation is a technology in the service of coloniality. Finally, the article develops a sketch for a decolonial approach to AI in content moderation, which aims to centre the voices of racialised communities and to reorient content moderation towards repairing, educating and sustaining communities.

The purpose of this research was to examine the critical reading self-efficacy (CRSE) perceptions of prospective teachers and their awareness of information pollution on the internet. A relational survey model was utilized in the research. The study sample, whose universe was prospective teachers studying at Kilis 7 Aralık University, consisted of 296 teacher candidates and was determined using the simple random sampling method. The data were collected through the “Critical Reading Self-Efficacy Perception Scale” and the “Information Pollution on the Internet Scale.” The data analysis was done by calculating the arithmetic mean and standard deviation values, t-test, ANOVA, and Pearson correlation analysis. The results showed that prospective teachers’ self-efficacy perceptions for critical reading are high. The variables of gender and the number of books read in the previous year were not determinative in the perception of critical reading self-efficacy. It was also found that the variables of the department, year of study, and participation in online activities affect perceptions of prospective teachers’ self-efficacy. In addition, their awareness of information pollution on the internet is above the medium level. It was determined that the variables of gender, department, year of study, number of books read in the previous year, and online activities did not have a decisive effect on awareness of information pollution on the internet. The correlation analysis showed that the sum of the scales was not related to each other, but there was a positive relationship in the sub-dimensions. Suggestions for future research and practitioners were provided.

O artigo analisa as consequências do processo de implementação dos Colégios da Polícia Militar do Estado de Goiás, Brasil, a partir dos conceitos de controle do corpo e de instituições totais, mostrando como esse modelo autoritário está intimamente ligado à política de restrição da liberdade de expressão da comunidade escolar. O texto analisa os argumentos dos agentes públicos para a vertiginosa expansão desse modelo educacional e faz uma leitura crítica das regras de conduta aplicadas às unidades educacionais militarizadas no Estado. Constata-se que as normas aplicadas à comunidade escolar nestas unidades – como, por exemplo, a presença cotidiana de uma sequência de atividades garantidas por mecanismos de punição estabelecidos por uma hierarquia e o conjunto de regras que padronizam o visual dos estudantes e causam a perda de identidade – permitem controle rígido das ações de docentes e discentes, regrada a partir da tutela de oficiais designados pelo comando-geral da Polícia Militar, limitando inclusive a liberdade de expressão, considerado como preceito fundamental para uma educação cidadã.

Este trabalho objetiva realizar uma leitura crítica do filme Mãe!, dirigido por Darren Aronofsky e lançado nos Estados Unidos no ano de 2017. De maneira específica, visa problematizar como a narrativa fílmica reencena uma série de mitos da literatura universal, que se desenrolam na versão cinematográfica considerando o simbolismo do território da casa, a qual é compreendida como um universo particular que se relaciona com uma significação cósmica, por meio da qual passa a representar o próprio mundo. No desenvolvimento das nossas reflexões, recorremos aos estudos no campo da mitologia, a partir da leitura de teóricos como Mircea Eliade (2007) e Philip Freund (2008), e a respeito do simbolismo do centro, através das pesquisas de Raissa Cavalcanti (2008) e Chevalier e Gheerbrant (2009), para destacar as relações dialógicas entre o enredo de Mãe! e determinados arquétipos literários. Particularmente, aprofundamos, ainda, a abordagem em torno das imagens da casa, realizando uma análise fenomenológica de seus lugares vitais com o auxílio teórico de Gaston Bachelard (2000), para demonstrar como no filme a arquitetura da morada se erige a partir de uma polaridade entre os espaços do alto e do subterrâneo.

This article was elaborated within the framework of the centenary commemorations of Paulo Freire, a great Brazilian educator whose contributions go beyond Brazil, reaching several countries on the African continent, including Guinea-Bissau. In this country, Freire took an active part in organizing the new education sought after by the country after gaining independence, notably in the organization and implementation of the National Campaign for Adult Education and Literacy, one of the weapons undertaken in the struggle to eradicate illiteracy. This is a qualitative research, case study type, descriptive, in which this contribution was observed, registered and analyzed. It was found that despite Freire's great effort in this campaign, it did not meet all expectations due to the fact that, among other things, there is not an appropriate teaching language for the population to be able to appropriate knowledge; the political military conflicts that ravaged the country, among others. Even so, it should be noted that this educational work should continue for being a broadcaster, based on meeting the people through dialogue, as a methodological instrument that allows a critical reading of reality, starting from the language of the people, a tool for the struggle for liberation of the oppressed, a method of education that values ​​the knowledge of the people and their cultural realities in the construction of new emancipatory knowledge., Este artículo fue elaborado en el marco de las conmemoraciones del centenario de Paulo Freire, un gran educador brasileño cuyas contribuciones van más allá de Brasil, llegando a varios países del continente africano, entre ellos Guinea-Bissau. En este país, Freire participó activamente en la organización de la nueva educación que buscaba el país después de su independencia, en particular en la organización e implementación de la Campaña Nacional de Educación y Alfabetización de Adultos, una de las armas emprendidas en la lucha por erradicar el analfabetismo. Se trata de una investigación cualitativa, tipo estudio de caso, descriptiva, en la que se observó, registró y analizó este aporte. Se encontró que a pesar del gran esfuerzo de Freire en esta campaña, no cumplió con todas las expectativas debido a que, entre otras cosas, no existe un lenguaje de enseñanza adecuado para que la población pueda apropiarse de los conocimientos; los conflictos político-militares que asolaron al país, entre otros. Aun así, cabe señalar que esta labor educativa debe continuar por ser un locutor, basado en el encuentro con las personas a través del diálogo, como un instrumento metodológico que permite una lectura crítica de la realidad, a partir del lenguaje de las personas, una herramienta para la Lucha por la liberación de los oprimidos, un método de educación que valora el conocimiento del pueblo y sus realidades culturales en la construcción de nuevos conocimientos emancipadores., O presente artigo foi elaborado no quadro das comemorações do centenário de Paulo Freire, grande educador brasileiro cujas contribuições vão para além do Brasil, chegando em vários países do continente africano entre eles a Guiné-Bissau. Neste país, Freire teve uma participação ativa na organização da nova educação almejada pelo país após a conquista da independência, notadamente na organização e execução da Campanha Nacional da Educação e Alfabetização de Adultos, uma das armas empreendidas na luta pela erradicação do analfabetismo. Trata-se de uma pesquisa de caráter qualitativo, tipo estudo de caso, descritivo, em que se observou, se registrou e se analisou essa contribuição. Constatou-se que apesar do grande empenho de Freire nessa campanha, a mesma não atingiu todas as expectativas pelo fato de entre outros não se ter uma língua de ensino apropriada para que a população tivesse condições de se apropriarem do saber; os conflitos político militares que assolaram o país, entre outros. Mesmo assim salienta-se que esta obra educacional deve ter continuidade por ser uma radialista, baseadas no encontro com o povo através do diálogo, enquanto instrumento metodológico que permite a leitura crítica da realidade, partindo da linguagem do povo, uma ferramenta de luta pela libertação dos oprimidos, um método de educação que valoriza o saber do povo e suas realidades culturais na construção de novos saberes emancipatórios.

Cartoons are the children’s preference within the television grid. The school needs to be aware of the languages of the computerized and technological society in which it is inserted, seeking to establish with the students approaches that present points of contact with this world of images. The integration of audiovisual resources into the classroom can organize teaching activities and develop the student’s critical reading competence of the world. In this work, we present a series of activities related to Environmental Education, in particular the theme of water quality, developed from the context generated by the fourth episode of the second season of the cartoon The Simpsons (1990), which was watched by a class of the 6th year of Elementary School. Activities of summary production, discussions in small and large groups, textual research, reading of informative texts and two investigative activities on potability and pH of water were carried out. Throughout the course, students felt motivated to engage in the proposed actions. The methodology carried out allowed students to reflect on the impacts of man on the environment, providing means for them to formulate their own opinions and arguments, also helping their development in the moral and intellectual spheres.

This study investigates learner’s reading behaviors in a critical reading task in humanities course using learning analytics techniques. A Critical Analysis of Literature and Cinema course was selected as a context. The course activities evolved over 10 years, and for this instance, some face-to-face classroom critical reading activities were migrated to online mode by using BookRoll, a learning analytics enhanced eBook platform. Students (n=22 out of the 50 registered) accessed Hayavadana, an Indian play uploaded on BookRoll, and attempted to identify performative elements and cultural references in the text and highlight them. In this study, we analyze learner’s reading logs gathered in the learning record store linked to BookRoll during that activity. We extend our previous work where we identify four online reading profiles: effortful, strategic, wanderers, and check-out, based on learner’s clickstream interactions and time spent with the content. We validate the profiles with qualitative interview data collected from the learners and illustrate the quantified learning behaviors of each of those profiles based on an engagement metric. Our work aims to initiate further discussion related to the application of learning analytics in humanities courses both to probe into the learning behaviors of the students and thereby enhance the experiences with the use of interactive learning environments and data-driven services.

This research attempts to find out students’ strategies to improve vocabularies size in Critical Reading class of second semester students at English Education Program of STKIP SoE. A descriptive qualitative method was used in this research. There were 21 students involved as the research participants and willing to be interviewed. The result of this research showed that students applied strategies, such as listening to the songs, watching movie, reading, and listing difficult words to improve their vocabularies. By applying those four strategies, students were able to understand vocabularies in context without any assistantship, understand the words in foreign language, repeat the words several times, describe the conversation in mother tongue, pick some words when reading books, remember the words that they get, and write down some difficult words.

People’s ability to critically assess cancer-related information is essential from a preventional and therapeutic, as well as a general democratic perspective. Such cancer literacy is not just about acquiring factual knowledge. It also involves the ability to analyze how the information is contextualized—how cancer is framed. Previous research concerning the framing of cancer in public discourse is voluminous and penetrating but also fragmented and inaccessible to non-experts. In this study, we have developed an integrated and applicable tool for analyzing cancer discourse by systematically classifying distinctive ways of framing of the concept of cancer. Building on previous research and an inductive framing analysis of a broad range of public cancer discourse, systematically selected from British and Norwegian newspapers, we have characterized nine cancer frames: the biomedical, the environmental, the epidemiological, the personal, the sociopolitical, the economic, the antagonistic, the alternative, and the symbolic frame. This framing scheme may be applied to analyze cancer-related discourse across a plurality of themes and contexts. We also show how different frames combine to produce more complex messages, thereby revealing underlying patterns, strategies, and conflicts in cancer communication. In conclusion, this analytical tool enables critical reading of cancer-related information and may be especially useful in educational initiatives to advance health communication and public understanding of cancer.

This research is aimed at finding out whether the use of Kahoot! application can increase the students’ critical reading ability, learning autonomy, and their learning participation in Critical Reading learning process. This research was conducted at the English Education Program Study of IAIN Surakarta involving 36 students as the research subjects. This classroom action research consisted of 2 cycles; 5 meetings for each cycle, with 1 pre-test and 2 post-tests. Based on the research results, it can be found out that the mean of pre-test scores is 25.56, the mean of post-test 1 is 44.39, and the mean of post-test 2 is 66.17; it means that the use of Kahoot! application can increase the students’ critical reading ability. The results of the questionnaire consisting of 9 indicators show that the use of Kahoot! application can increase the students’ learning autonomy. Furthermore, results from observation also show that the students’ learning participation increased during the learning process when Kahoot! application was applied. The students also assumed that the use of Kahoot! application can increase their learning participation.

Critical exploration of socio-political issues has been a topic strongly carried out in English classrooms in the last decades. This article is the result of a research study that shows what the use of political cartoons reveals about the promotion of critical reading in an EFL classroom at a private university in Colombia. The study was developed with fourteen students under a qualitative case study method. Workshops, teacher journals and focus-group interviews were used to collect data. The emerging categories show the positive results of using political cartoons and the change that the students had in their thoughts and actions in both the academic and social context. In the results, the students portray how they have perceived the ELT classroom, the importance of being a critical reader of texts and contexts, and how the different activities helped them construct their own critical awareness concerning social and political issues.

Many studies have pointed out a proportionate relation between metacognition and reading strategies. This study advances such an understanding by arguing that this relation is comprised of several sub-relations. Metacognitive Awareness Inventory and Reading Strategies Inventory were conducted among 92 English as Foreign Language students at a Vietnamese university. This study highlights 3 major findings. First, metacognition processes do not merely mean “cognition about cognition”. Second, while previous studies tended to portray metacognition as a whole, it is argued in this study that it is constituted by two main clusters (knowledge of cognition and regulation of cognition) which can be further specified into eight sub-components. Third, there seem to be some sub-linearities that underpin students’ metacognition and that influence their uses of reading strategies. These findings are hoped to shed light on preserving spaces and autonomy in curriculum/syllabus development for students to exercise their own metacognition.

The present study aimed at enhancing EFL learner’s critical reading skills using critical literacy approach. The study used a quasi-experimental method. The participants were a group of 56 students are second-year English majors at Misr University of Science and Technology (MUST). The researcher’s students during the first semester of the academic year 2020-2021. Students of One class (28 students) were treated as the experimental group and the other played the role of the control group (28 students) were chosen to implement the research experiment. Results revealed that there is a statistically significant difference between the mean score of the experimental group students and those of the control group of post-test in favor of the experimental group. There was an improvement of students’ achievement in critical reading skills in both classes. However, the students in the experimental group achieved better compared to the control group. This indicates that the literacy approach that occurred in the experimental group had a significant effect on EFL students critical reading skills.

The article is devoted to the research of students’ attitude towards learning English and critical reading as the reading competence component. The aim of this study is to define the students’ motives and attitude to learning English as well as to reading and completing tasks to the texts. The tasks of this paper are: 1) to carry out the constating experiment to find out the motives to learning English; 2) to research their reading culture of different sources of information; 3) to establish the students’ attitude towards reading tasks and critical reading tasks in particular. 42 Choreography students took part in the constating stage of an experimental study which included two questionnaires in writing and an oral interview. The first questionnaire aimed at defining the students’ attitude towards learning English and contained 13 items to mark the agreement with. The results of the questionnaire revealed the prevalence of instrumental motives over the integrative ones with communication with foreigners, travel and career being the most significant ones. Studying the English literature appeared to be the least valuable motive for students. The second questionnaire on frequency of reading different sources of information aimed at showing the students’ reading experience. The results demonstrated low frequency of reading books and the lack of interest in reading in general with the Internet sources having the highest mention and newspapers the lowest. The following interview carried out to find out the commonest and the most favorite reading tasks the students had to deal with at the English lessons revealed that they chose defining true/false statements and answering fact questions which do not usually require analytical skills. Expressing standpoints and opinion tasks were mentioned as the least favorite ones. The main reasons why the students found them complicated were stated as insufficient level of command of English vocabulary, the lack of critical reading skills and questioning the reliability of information. Thus, the study showed that the students have poor experience in dealing with critical reading tasks which leads to the lack of curiosity while reading texts. Designing of a foreign texts critical reading training course to develop students’ general reading competence is considered to be perspective for the following research.

Dentro de la competencia lectora, el nivel de lectura crítica y sus componentes transversales semántico, sintáctico y pragmático, revisten señalada importancia para desarrollar aprendizajes significativos. Con el objetivo de fomentar la lectura crítica por intermediación de la fábula como estrategia didáctica en los estudiantes de cuarto grado de la Institución Educativa Palmar Caño Hondo de Chimichagua, Cesar, se recurrió a Cassany, Pinzas, Romero y Salgado, entre otros. Enmarcada en la Investigación Acción Pedagógica, se aplicó un cuestionario diagnóstico y diarios de campo a 15 estudiantes del grado 4°. Se aplicó la estrategia didáctica ‘Taller de Lectura: La fábula’, con resultados que indican el logro del interés hacia la lectura en sus tres niveles: literal, inferencial y crítico analítico. Se concluyó que la aplicación de estrategias didácticas basadas en la fábula, ayuda a los estudiantes a desarrollar niveles lectores complejos, como la lectura crítica.

It is recognized that reading ability is essential for Thai EFL students and English reading is perceived as a difficult task among them. To understand the difficulty experienced by the students while reading English text, this study hence aimed at investigating problems of using English reading strategies perceived by Thai EFL students as well as providing suggested reading instructions for Thai lecturers to cope with the emerging problems. This study employed a mixed-method design. The participants of the study were 412 Thai EFL students who, in this study, were also considered as Gen Z students at a large-size university in Bangkok, Thailand. The participants were asked to complete an online questionnaire on 4-point Likert’s scale, which was adapted from Aebersold and Field (1997). Moreover, 10 students were recruited for two focus group interviews. The results revealed that Thai EFL students experience difficulties in using English reading strategies when they have to skip unknown words during the first reading (mean = 2.67, SD = 1.01) followed by varying reading speed rates according to the type of the reading passage (mean = 2.66, SD = 0.97), and guessing the meanings of unknown words by using the context clues (mean = 2.59, SD = 0.92) respectively. Based on both quantitative and qualitative results and personality traits of Thai Gen Z, suggested reading instructions including guided reading, improving student’s vocabulary knowledge and reading comprehension, technology-blended classroom and critical reading were purposed.

El presente ensayo tiene como propósito presentar algunas reflexiones sobre la práctica en la producción del sentido que se atribuyen a las organizaciones, producto del tránsito de las mismas, de la modernidad a la posmodernidad. El trabajo consistió en hacer una revisión documental con un recorrido por la literatura respecto de la temática planteada, con el fin de entender desde un punto de vista teórico, cuáles han sido los cambios que ha soportado la sociedad desde la modernidad hasta la posmodernidad. El estudio se basó en la lectura crítica del tema presentado; para ello se consiguieron artículos científicos, mismos que fueron analizados a profundidad con la finalidad de relevar los datos pertinentes. La comprensión de la información se complementó con métodos de análisis de contenido y de frecuencia. Se concluye que, a lo largo de la historia, la marcada incertidumbre característica de dicha época, abre la posibilidad a una nueva vía que se dirige a la búsqueda de sentido en las personas.

A violência de gênero com a mulher é um conflito e ocasiona um grande problema social, pois se trata de um fenômeno múltiplo e complexo, cujo problema em questão tem destacado importantes, debates, seminários e discussões teórico-filosóficas e, no intuito de abordar também essa questão numa visão sobre questionamentos ético-políticos. O presente artigo se mostra capaz em poder articular uma melhor perspectiva para o gênero afetado, neste caso será um processo de análises sobre violência em suas dimensões subjetiva, histórica, social e cultural; buscando assim uma melhor leitura crítica acerca das definições desses conflitos. Ao ter olhar sobre a problemática em questão, percebe-se sim a presença de uma cultura machista e patriarcal brasileira, ainda muito enraizada e com alguns valores e procedimentos de outras gerações, revelando uma postura de legitimação e banalização contra todas as legislações recentes, como exemplo a Lei Maria da Penha, buscando assim uma tentativa de coibir e talvez tratar de forma respeitosa e segura o direito à vida para a mulher. Este artigo visa evidenciar e também numa mesma linha de pensamento, enaltecer a presença da mulher como ser humano, buscando desta forma empreender mudanças legais e sim poder aplicá-las, políticas públicas com efetividade e tratamento cultural na afirmação dos direitos humanos das mulheres. Por fim o propósito maior desta fala escrita é promover tais perspectivas, propondo uma melhor expectativa em entender sim tais problemáticas contra a violência com as mulheres, e tendo a permissividade em articular uma compreensão com a perspectiva ética e histórica dos direitos humanos, tornando possível incorporar-se assim das dimensões ética e política ao olhar crítico e complexo sobre a violência contra a mulher.

Aotearoa New Zealand Prime Minister Jacinda Ardern’s management of COVID-19 media conferences demonstrated a complex negotiation of expressions of ‘kindness’ and political ‘control’ as Ardern sought to unify the national public and implement a national emergency that closed the border and suspended civil liberties and freedom of movement. This article considers the distinctive positive leadership style of Ardern while also demonstrating the ways it is grounded in the exigencies of the political field. A critical reading of Ardern’s media conference answers reveals four nominated categories: positive assertions, management of conflict/disagreement, delineation of politician role/responsibility, and political evasion. The four categories map the terrain of agreement and disagreement and they locate the subject position of the politician on that terrain.

The research was aimed to acknowledge and know the reading strategies and in what stage the students mostly used reading methods by English Language and Literature major students, English Department, Universitas Negeri Padang. This research used descriptive quantitative. The population was the students who had taken and passed Basic Reading, Intermediate Reading, Advanced Reading, and Critical Reading and the sample of the research was 228 students of the total population. In collecting the data, the researcher asked the students to fill out the questionnaire given by the researcher. The results were divided into three divisions and they were pre-reading strategies, while-reading strategies, and post-reading strategies. It was found the pre-reading strategies had 66.62%, whilst-reading strategies was 71.59%, and post-reading strategies was 69.45%. It had indication that the students were aware of the strategies in reading and they had tendency to implement all of the strategies in reading English.

Researchers have described critical literacy as an important aspect of literacy in education and in the language classroom. However, this concept, including the notions that underlie it, has not be...

In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

Hablar de transmedia implica hallarse inmerso en pantallas, libros, música, redes sociales, cine, videojuegos, televisión, entre muchas otras posibilidades, hace necesario reconocer un panorama lector cada vez más extenso. Esta investigación se desarrolló como un estudio de caso en la IED República de Francia-Escuela San Luis. El objetivo fue evaluar el impacto de la Narrativa Transmedia en la comprensión lectora crítica de estudiantes de grado quinto, quienes se educan en zona rural con el modelo pedagógico Escuela Nueva. Desde un enfoque cualitativo, se usó la etnografía virtual para recolectar datos al aplicar una intervención didáctica diseñada desde las competencias transmedia y cinco dimensiones de comprensión lectora crítica: textual evidente, relacional intertextual, enunciativa, valorativa y sociocultural. Transmediando leyendas colombianas en medios, plataformas, lenguajes y formatos diversos, los estudiantes mostraron como primer resultado el fortalecimiento de las competencias correspondientes a lo narrativo, gestión de contenido, gestión social, uso de medios y tecnología. Adicionalmente, evidenciaron progresos en su comprensión lectora crítica al identificar diferencias entre dos o más textos (dimensión relacional intertextual), comprender intencionalidades subyacentes a las historias (dimensión enunciativa), así como también, reconocer algunos estereotipos o hechos violentos dentro de estas (dimensión sociocultural). Por consiguiente, se concluye que la Narrativa Transmedia impactó positivamente la comprensión lectora crítica de los estudiantes ampliando el panorama lector y generando múltiples oportunidades para expresar los aprendizajes, fortaleciendo así, los principios esenciales del modelo pedagógico Escuela Nueva.

Writing by anarchists is particularly resistant to coherent critical reading: they tell us to take their estimates of human nature on faith, but then arrive at radically different political views. ...

La presente investigación aborda, desde la metodología de la lectura crítica, el filme de ficción como documento audiovisual. Parte de la hipótesis de cómo el relato audiovisual es capaz de representar, mediante su lectura reflexiva, el espíritu de una época. Ciertos fenómenos sociales, como la soledad, pueden entenderse de un modo más profundo a partir de la mirada subjetiva de un autor y su obra ficticia. Desde décadas recientes, vivir solo ha dejado de ser algo estadísticamente marginal o socialmente extraño. Por una parte, se ha convertido en una oportunidad vital para alcanzar objetivos personales; por la otra, en un problema social que implica a un número cada vez mayor de individuos. A través de un ensayo de lectura del relato audiovisual, este artículo examina cómo se hace sensible al espectador la soledad a través del caso de estudio del filme Taxi Driver, con guion de Paul Schrader y dirección de Martin Scorsese. Se examina el modo en que se encarna esa soledad a través de la puesta en escena de un guion en el que la escritura de un diario personal es clave para racionalizar las imágenes documentales de una época.

As online content has rapidly proliferated in recent years, college teachers may find teaching students how to navigate their way to reputable sources both more challenging and more crucial. When we integrate reading the news into our curricula, we can engage our students, cultivate their critical reading and writing skills, harness digital tools and sources, and teach students how to transfer those skills to academic writing and other endeavors. To fight fake news, students must learn to interrogate sources and writing in the news, thereby empowering them to read, discuss, and engage with contemporary and real-world problems with compassion, complexity, and nuance.

Although much has been written about the history of commonplacing, there is a lack of evidence-based research to show the extent to which this historical practice may still be valuable today as a pedagogy that educates citizens in critical reading for democracy. This article describes an institutional-review-board-approved, experimental study to answer this question. Three sections of the same first-year reading and writing course were compared: one section did not use commonplace books, a second section used commonplace books that included quotations only, and a third section used commonplace books with reflective writing. We expected to find that students who used commonplace books would perform better in end-of-study assessments than those who did not. Instead, we were surprised to find that many of the students who were not required to use commonplace books created their own note-taking methods that performed a similar function. In essence, they developed their own commonplace book culture and methodology using Google Docs and other social reading practices. Their performance was as strong as the students who used commonplace books.

The project presents the application of the stages proposed by Poyla for solving problems in mathematics, which have been adapted in mechanical physic. Critical reading strategies have also been applied resulting in reading physical problems comprehensively. Objectives: To incorporate real problem solving as a teaching strategy in two mechanical physics courses (one experimental and another traditional), in order to characterize the group that applies the problem-solving strategy. To validate the problem-solving strategy in mechanical physics. Methods: Mixed research including analysis and contrast of results obtained from two control groups: one experimental (24 university students of Mechanical Physics) and another traditional (16 university students of Mechanical Physics). The control group approaches the study of the subjects in a traditional way where the problems proposed are solved intuitively and somehow mechanically. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. This study differs from previous studies in that most are related to problem-solving in mathematics and in this case, we focus on physics with the value of involving elements related to critical reading, which gives a more realistic look of the Physical phenomenon studied from the interpretation of its occurrence and how it impacts the environment, which favors its theoretical understanding and gives meaning to its mathematical modeling.

This study aims at determining the relationship between preservice teachers’ reading habits and critical reading skills as well as assessing whether preservice teachers’ reading habits and critical reading skills vary with their gender, age, education year in the college, program type, and the number of books read per year. A relational survey model was used according to the objectives of our study. The sample consists of 255 preservice teachers studying at Turkish Language Teacher Education, Primary School Teacher Education, Social Studies Teacher Education, and Psychological Counseling and Guidance programs. “Attitude Scale on Reading Habit” (GA¶mleksiz (2004) and “Critical Reading Self-Efficacy Perception Scale” Karadeniz (2014) were used as data collection tools. The obtained data analyzed using IBM SPSS software version 22.0. Mann-Whitney U and Kruskal Wallis H-test as, nonparametric tests, and correlation and regression tests were conducted to analyze data. Significant differences were found between variables and scores of reading habits and critical reading skills. Furthermore, a positive correlation was determined between preservice teachers’ reading habits and critical reading skills. The regression analysis revealed that reading habit is a significant predictor of critical reading skills. The authors believe that the findings from the present study make important contributions to the current literature.

O presente artigo parte da leitura crítica de Samuel Beckett acerca do romance de Proust, Em busca do tempo perdido, para investigar a questão da criação artística no pensamento filosófico de Henri Bergson. A análise de Beckett sobre a temática da memória, do hábito e do tempo em Proust possibilita o vislumbre de certas afinidades entre as ideias do romancista e a reflexão bergsoniana sobre a arte e o artista enquanto reveladores da realidade temporal da vida, a duração. Tal revelação conduz o artista à busca de uma forma por meio da qual ele consiga superar os usos comuns e as tendências naturais inscritas na linguagem para que a expressão e a comunicação de um conhecimento sobre o verdadeiro possam vir à luz, o que coloca a imaginação como instância crucial para o acesso à verdadeira natureza da realidade.

Este texto empreende uma leitura crítica acerca do ideário inclusivista em educação, hegemônico nas últimas décadas, a fim de compreender seus delineamentos político-ideológicos em uma base material capitalista. Forjado no bojo das reformas neoliberais, empreendidas no final do século XX pelo capital em crise, com desdobramentos atuais no século XXI, tal ideário vem sendo disseminado de forma ostensiva na educação brasileira, particularmente no caso da inclusão escolar de pessoas com deficiência. Os delineamentos desse ideário são perscrutados pesquisa de cunho teórico-bibliográfico, com base na abordagem qualitativa e pautada no método do materialismo histórico-dialético, mediante proposições marxianas e marxistas. Os resultados situam o ideário inclusivista como reforma pontual do sistema capitalista, que tem se utilizado do discurso em prol da inclusão como uma justificativa ideológica para assegurar sua manutenção, reforçando a crença na escola redentora e idealizada, fundamentada pelas pedagogias do aprender a aprender. Disso resulta que abordar o atual fenômeno da pedagogia inclusiva requer, sobretudo, recuperar uma análise totalizante das condições objetivas a partir das quais esta se configura, dialeticamente, na e pela historicidade, concreticidade e sob tais contradições, sob o risco de se perpetuarem formas excludentes sob invólucro de inclusão.

This article explores Axel Honneth’s normative reconstruction of social liberty as discussed in his book, Freedom’s Right. Honneth’s argument is complex. On one side, he believes that justice can ultimately only be judged in terms of the ideals actually institutionalised in that society. On the other side, he insists that contemporary theories of justice that are guided almost exclusively by the legal paradigm is a theoretical folly. In the first part, this article presents Honneth’s critical reading of the differences between negative and reflexive models of freedom. Then it discusses the ideas of democracy as reflexive cooperation of the ‘we’ in relation to the concept of social freedom. It then reviews Honneth’s argument on justice as institutionalised freedom. The author compares Honneth’s account of solidarity with Enrique Dussel’s views in the fourth part of this article. The conclusion shows that social freedom cannot be realised without a pedagogical process in this exclusion age, and that this process might enlarge the individuals’ horizon of solidarity as future citizens.

La introducción al texto de Jan Sieckmann, Autonomía Mo-ral y Legitimidad Democrática, presenta esquemáticamente las principales tesis del texto y las críticas y aportes de sus comentadores. Además presenta lo que a mi juicio son algunas de los problemas centrales que el texto enfrenta con la idea de facilitar su lectura crítica

espanolLa poesia escrita por mujeres en espanol no ha obtenido en el curriculum ni en los libros de texto de Secundaria el espacio que mereceria. Por ello en este trabajo presentamos una propuesta didactica para acercarla a los estudiantes de ultimo curso, que persigue, ademas, propiciar una fertil reflexion en torno a topicos de genero diversos, su formacion en calidad de lectores criticos, una iniciacion a la escritura creativa y una construccion reflexiva de sus identidades genericas. Previamente realizamos una breve introduccion teorica en la que analizamos los factores conducentes a la relegacion de la poesia en Secundaria, las practicas que se aconsejan y desaconsejan para una educacion poetica exitosa, la exclusion historica de las mujeres del canon y la importancia de su inclusion o el fenomeno del reciente boom de la poesia escrita por mujeres en espanol y de las poetas best seller y sus implicaciones educativas. EnglishPoetry written by women in Spanish has not been given the space it deserves on the curriculum or in secondary school textbooks. In this work, we present a teaching proposal to bring such works closer to final-year students, as well as encourage a productive reflection on various gender topics. This proposal offers a training for critical reading and encourages creative writing and a reflec- tive construction on gender identities. In the first place, we give a brief theoretical introduction on the factors that led to the relegation of poetry in secondary schools, the historical exclusion of women from reading lists and the importance of their inclusion, the practices that are recommended and discouraged for a successful poetic education, and the recent boom in poetry written by women in Spanish, as well as best-selling poets, and the educational implications.

In this paper, an attempt has been made to uncover the problem of metaphorical language in its relation to fleshliness and embodiedness as found in the critical reading of the texts of Derrida. The fleshliness of metaphorical language is embodied in our bodily activity in such a manner that sensible writing in the Derridean sense and corporeal body become intertwined notions. Metaphor and metaphorical language is a point of intersection between the body and sensible writing. This materiality/corporeality/fleshiness of metaphorical language can be understood as text. According to Derrida, writing and body have been viewed by the western philosophical tradition as exterior to speech and mind respectively, and he wants to deconstruct such hierarchical binaries. With this, writing (as archi-ecriture) is no more a literary notion, but the generic form of symbolic practice, always already metaphorical and embodied. This paper is centered on the oeuvre of Derrida to uncover the thinking for the fleshliness of metaphorical language from within the texts of western philosophical tradition.

Reading academic texts requires learners to use a variety of skills and strategies. Among the main types of academic reading are (a) reading for quick reference, (b) reading for pleasure and also (c) critical reading. Students who have just left high schools, reading academic text may post some problems. Hence, readers face challenges when they read academic texts. Different readers face different difficulties when they read different types of texts. Some readers face linguistics challenges while some face non-linguistic challenges when they read academic texts. Fortunately, many academic readers have their own way to cope with the difficulties in reading. This study explored the problem readers face when they read academic texts. This study also investigates show readers use schemata and socio affective strategies to help them cope with difficulties when reading academic texts. The instrument used is a five Likert scale survey with 33 items. Data is analyzed using SPSS version 26 to reveal frequency of responses. Findings bear interesting pedagogical implications to the teaching and learning of academic reading.