Critical pedagogists need to re-examine their root strategy for teaching for social justice.
Some critical pedagogists may feel that this is a paternalistic approach to teaching.
The works of critical pedagogists committed to social justice and "humaneness" (as extensively defined by Smith, 2004) must be "actioned as pedagogies and not merely focused on curriculum" (McMaster, cited in Huber, 2002, cover) and should include the works of Paulo Freire (1969/ 1989); Peter McLaren (1993); G.
Focused reflection empowers culturally responsible pedagogists to become aware of what they had previously been unable to see.
Coaches who are truly coaches, that is, real pedagogists
, understand the concept and that is why they are invariably the most successful coaches.
I then apply this theory to the work of professional learning communities, looking specifically at the impact of individual transformative learning on the success of collaborative endeavours and the capacity of transformative learning to develop teachers as critical pedagogists
have necessarily focused on critical consumption of dominant texts, but this paper argues for a change in focus from consumption to production, or critical textual production.
In support of this, the overall ratio of positive to negative to neutral comments was approximately 4:3:2, which demonstrates a higher ratio of negative comments than that which is normally recommended by pedagogists
This is very much at the heart of Giroux's notion of teachers as transformative intellectuals (Giroux, 1985b, 1987, 1988; Giroux & McLaren, 1986) and the literatures about teachers as researchers and critical pedagogists
(see Adler, 1991; Brubacher, Case, & Reagan, 1994; Bullough, 1989; Copeland, Birmingham, De La Cruz, & Lewin, 1993; Fueyo & Koorland, 1997; Giroux, 1985a, 1988; Gore & Zeichner, 1991; Goswami & Stillman, 1987; Hatton & Smith, 1995; Hollingsworth & Sockett, 1994; Kanpol, 1994; Ross, 1989a, 1989b; Shor, 1987, 1992; Simon, 1992; Smith, 1994; Tabachnik & Zeichner, 1991; Zeichner, 1989; Zeichner & Liston, 1987).
These findings provide useful implications for coaches and sport pedagogists
and support the conclusion that coaches should be encouraged to provide positive reinforcement, technical instruction, and instruction with encouragement.