Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach?

Posted on August 6, 2014August 6, 2014 by pthanop

Sima Sadeghi
State Medical Science University, Iran

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author:Sima Sadeghi
Journal for Critical Education Policy Studies
Volume 6, Number 1
ISSN 1740-2743

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“Crossing the Sahara without water”: experiencing class inequality through the Back to Education Allowance Welfare to Education programme

Posted on August 6, 2014August 6, 2014 by pthanop

Martin Power
University of Limerick, Ireland

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author:Martin Power
Journal for Critical Education Policy Studies
Volume 6, Number 1
ISSN 1740-2743

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U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line?

Posted on August 6, 2014August 6, 2014 by pthanop

Elaine Hampton
University of Texas at El Paso

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author:Elaine Hampton
Journal for Critical Education Policy Studies
Volume 6, Number 1
ISSN 1740-2743

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Emerging Consumerism and the Accelerated ‘Education Divide’: The Case of Specialized High Schools in South Korea

Posted on August 6, 2014May 12, 2015 by pthanop

Park, Hyu-Yong
University of Wisconsin-Madison, USA

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author:Park, Hyu-Yong
Journal for Critical Education Policy Studies
Volume 5, Number 2
ISSN 1740-2743

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The Neoliberal Rhetoric of Workforce Readiness

Posted on August 6, 2014August 6, 2014 by pthanop

Richard D. Lakes
Georgia State University, Atlanta, USA

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author:Richard D. Lakes
Journal for Critical Education Policy Studies
Volume 6, Number 1
ISSN 1740-2743

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Sexism in School Textbooks Prepared under Education Reform in Turkey

Posted on August 6, 2014May 12, 2015 by pthanop

Yasemin Esen
University of Ankara, Turkey

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author:Yasemin Esen
Journal for Critical Education Policy Studies
Volume 5, Number 2
ISSN 1740-2743

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The Edumometer: The commodification of learning from Galton to the PISA

Posted on August 6, 2014August 6, 2014 by pthanop

Michael Corbett
Acadia University, Wolfville, Nova Scotia, Canada

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author:Michael Corbett
Journal for Critical Education Policy Studies
Volume 6, Number 1
ISSN 1740-2743

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Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with "Terrorists"[1]

Posted on August 6, 2014May 12, 2015 by pthanop

Dr. Steven Best, Dr. Peter McLarenand Anthony J. Nocella, II
University of Texas, El Paso,University of California, Los Angelesand Center for Ethics, Peace and Social Justice, SUNY, Cortland

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author:Dr. Steven Best, Dr. Peter McLarenand Anthony J. Nocella, II
Journal for Critical Education Policy Studies
Volume 5, Number 2
ISSN 1740-2743

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Reconsidering Affirmative Action in Education as a Good for the Disadvantaged

Posted on August 6, 2014August 6, 2014 by pthanop

Liz Jackson

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author:Liz Jackson
Journal for Critical Education Policy Studies
Volume 6, Number 1
ISSN 1740-2743

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Performance indicators as a strategy for counter-reformist change in educational policy

Posted on August 6, 2014August 6, 2014 by pthanop

Jurjo Torres Santomé
University of A Coruña, Spain

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author:Jurjo Torres Santomé
Journal for Critical Education Policy Studies
Volume 5, Number 2
ISSN 1740-2743

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Founding Editor
Prof Dave Hill
Emeritus Professor of Education at Anglia Ruskin University, Chelmsford, England; Visiting Professor of Education at the National and Kapodistrian University of Athens, Greece; Research Fellow of the Research Center of Contemporary China, Wuhan University, Hubei, China

Co-Editors
Dr Vinicius Neves de Cabral Universidade Estadual de Londrina (UEL), Paraná, Brazil
Dr Sara Carpenter University of Toronto, Canada
Dr Derek Ford DePauw University, Greencastle, Indiana, USA
Dr, Dave Hill Anglia Ruskin University, Chelmsford, England;
Dr Jesus Jaime-Diaz University of Arizona, Tucson, Arizona, USA
Dr. Nurcan Korkmaz University of Ankara, Ankara, Turkey
Dr Alpesh Maisuria University of the West of England, Bristol, UK
Prof Kostas Skordoulis National and Kapodistrian University of Athens, Greece
Dr Spyros Themelis University of East Anglia, Norwich, UK

Joint Deputy Editors
Prof Peter McLaren
Chapman University, Orange, California, USA

Dr Theopula (Polina) Chrysochou
National and Kapodistrian University of Athens, Greece

Editorial Board
The Nine Co-Editors, plus:
Prof Hasan Aksoy
Ankara University, Turkey
Prof Dennis Beach
University of Gothenburg, Sweden
Dr Agnieszka Dziemianowicz-Bak
Educational Research Institute, Warsaw, Poland
Dr Sandra Delgado
Universidad Nacional de Colombia, Bogota
Dr Gail Edwards
Newcastle University, Newcastle, England
Prof Pablo Gentili
State University of Rio de Janeiro, Rio de Janeiro, Brazil
Dr Tom Griffiths
Oslo Metropolitan University, Oslo, Norway
Dr Kemal Inal
Helmut Schmidt University, Hamburg, Germany
Dr Sharon Jones
Independent Researcher, England, UK
Dr Ravi Kumar
South Asian University, New Delhi, India
Dr Curry Malott
West Chester University, West Chester, Pennsylvania, USA
Dr Gregory Martin
University of Technology, Sydney, NSW, Australia
Dr Zinnia Mevawalla
University of Strathclyde, Glasgow, Scotland, UK
Dr Silvia Redon Pantoja
Pontifical Catholic University of Valparaíso, Valparaíso, Chile
Dr Jyoti Raina
University of Delhi, India
Dr Felix Angulo Rasco
Pontifical Catholic University of Valparaíso, Valparaiso, Chile
Dr Lotar Rasinski
The University of Lower Silesia, Wroclaw, Poland
Dr Arturo Rodriguez
Boise State University, Boise, Idaho, USA
Dr Kat Simpson
University of Huddersfield, Huddersfield, England, UK
Dr Alisson Slider do Nascimento de Paula
Centro Universitário Inta – UNINTA, Sobral, Ceará, Brazil
Dr Bill Templer
independent researcher, Bulgaria
Dr Josefine Wagner
University of Innsbruck, Innsbruck, Austria
Dr Hannah Walters
University College London, London, England, UK
Dr Paolo Vittoria
University of Naples Federico II, Naples, Italy
Dr Ahmet Yildiz
Ankara University, Ankara, Turkey

Administrators
Naomi Hill
Joshua Akehurst, MSc
Hannah Hunt, MSc

JCEPS

Articles

Critical Pedagogy in an EFL Teaching context :An ignis fatuus or an Alternative Approach?

“Crossing the Sahara without water”: experiencing class inequality through the Back to Education Allowance Welfare to Education programme

U.S. Economic Influences on Mexican Curriculum in Maquiladora Communities: Crossing the Colonization Line?

Emerging Consumerism and the Accelerated ‘Education Divide’: The Case of Specialized High Schools in South Korea

The Neoliberal Rhetoric of Workforce Readiness

Sexism in School Textbooks Prepared under Education Reform in Turkey

The Edumometer: The commodification of learning from Galton to the PISA

Revolutionary Peacemaking: Using a Critical Pedagogy Approach for Peacemaking with "Terrorists"[1]

Reconsidering Affirmative Action in Education as a Good for the Disadvantaged

Performance indicators as a strategy for counter-reformist change in educational policy