This study investigates the ways in which socio-cultural factors
influence the propensity for critical thinking and critical
pedagogy among female teacher candidates in Oman. The conceptual
and methodological starting point of the study is the contention
that education systems, and teachers more specifically, either
reproduce hegemonic values or serve as agents of change.
Epistemological positions and the influence of a dynamic network
of power relations...[Show more]
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