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CRITICAL PEDAGOGY AND CHALLENGES OF INTERPELLATION USED THROUGH DISCOURSE STRATEGIES IN ACADEMIC DISCOURSE

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26 Pages : 251-259

http://dx.doi.org/10.31703/glr.2020(V-I).26      10.31703/glr.2020(V-I).26      Published : Mar 2020

Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse

Abstract

    Interpellation is an assumption about taken for granted roles assumed by culture or any dominant strain of society, and it serves as flagship to status quo activities. In a pedagogical sense, its presence is also one of the manifestations of certain social and historical choices. If interpellation consolidates and perpetuates certain assumptions, the Critical Pedagogy does otherwise. As described by Friere (1970), Critical Pedagogy empowers marginalized educational practices. Learner autonomy and successful pedagogy are guaranteed by a neutral educational method. This approach is used in this paper to critically examine academic discourse. Power dynamics and cultural underpinnings of academic discourse are thought to have distorted the concept of critical pedagogy. Research is restricted to written scholarly texts from a number of different universities. Textual analysis aided in the investigation of power structures created indirectly by a nexus of powers. These results were revealed in a variety of shapes using CDA.

    Critical Pedagogy, Academic Discourse, Critical Discourse Analysis, Education

    (1) Nazakat
    Lecturer, Department of English, Hazara University, Mansehra, KP, Pakistan.
    (2) Muhammad Imran
    Assistant Professor, Department of English, Government College Havelian, Abbottabad, KP, Pakistan.
    (3) Adil Khan
    Lecturer, Department of Pakistan Studies, Hazara University, Mansehra, KP, Pakistan.
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Cite this article

APA

    APA : Nazakat., Imran, M., & Khan, A. (2020). Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse. Global Language Review, V(I), 251-259. https://doi.org/10.31703/glr.2020(V-I).26

CHICAGO

    CHICAGO : Nazakat, , Muhammad Imran, and Adil Khan. 2020. "Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse." Global Language Review, V (I): 251-259 doi: 10.31703/glr.2020(V-I).26

HARVARD

    HARVARD : NAZAKAT., IMRAN, M. & KHAN, A. 2020. Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse. Global Language Review, V, 251-259.

MHRA

    MHRA : Nazakat, , Muhammad Imran, and Adil Khan. 2020. "Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse." Global Language Review, V: 251-259

MLA

    MLA : Nazakat, , Muhammad Imran, and Adil Khan. "Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse." Global Language Review, V.I (2020): 251-259 Print.

OXFORD

    OXFORD : Nazakat, , Imran, Muhammad, and Khan, Adil (2020), "Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse", Global Language Review, V (I), 251-259

TURABIAN

    TURABIAN : Nazakat, , Muhammad Imran, and Adil Khan. "Critical Pedagogy and Challenges of Interpellation used Through Discourse Strategies in Academic Discourse." Global Language Review V, no. I (2020): 251-259. https://doi.org/10.31703/glr.2020(V-I).26