Pengintegrasian Critical Spiritual Pedagogy dalam Pembelajaran Bahasa Inggris: Penyuluhan melalui Webinar yang Diselenggarakan oleh UIN Syarif Hidayatullah Jakarta
Penyuluhan melalui Webinar yang Diselenggarakan oleh UIN Syarif Hidayatullah Jakarta
DOI:
https://doi.org/10.24246/jms.v3i32023p384-394Keywords:
Critical Spiritual Pedagogy (CSP), sikap kritis, spiritualitasAbstract
Motivated by the need to incorporate spirituality into pedagogical practices, Technical Implementation Unit, Language Development Center, State Islamic University Syarif Hidayatullah Jakarta invited the author to share his experiences investigating Critical Spiritual Pedagogy (CSP) and its integration into English language learning. Attended by 47 people, some of whom were English school teachers and university lecturers, the author, as a resource person in a webinar, presented concepts of criticality and spirituality before elaborating on CSP and its pedagogical implementations in English language classrooms. Based on pre- and post-presentation questionnaires and a question-and-answer session, it can be concluded that CSP was considered essential. Overall, participants also thought that CSP could be developed further for English language learning.
Downloads
References
Abednia, A., & Crookes, G. V. (2019). Critical literacy as a pedagogical goal in English language teaching. In X. Gao (Ed.), Second handbook of English Language Teaching (pp. 1–21). Springer. https://doi.org/10.1007/978-3-319-58542-0_14-2
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. Longman.
Benesch, S. (2012). Considering emotions in critical English language teaching: Theories and praxis. Routledge.
Block, D. (2015). Social class in applied linguistics. Annual Review of Applied Linguistics, 35, 1-19. https://doi.org/10.1017/S0267190514000221
de la Fuente, M. J. (Ed.). (2018). Education for sustainable development in foreign language learning: Content-based instruction in college-level curricula. Routledge/Taylor & Francis.
Farrell, T. S. C., Baurain, B., & Lewis, M. (2020). ‘We teach who we are’: Contemplation, reflective practice and spirituality in TESOL. RELC Journal, 51(3), 337-346. https://doi.org/10.1177/0033688220915647
Freire, P. (1990). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum Books (Original work published 1968).
Kubota, R., & Miller, E. R. (2017). Re-examining and re- envisioning criticality in language studies: Theories and praxis. Critical Inquiry in Language Studies, 14(2–3), 129–157. https://doi.org/10.1080/15427587.2017.1290500
Lepp-Kaethler, E., & Dörnyei, Z. (2013). The role of sacred texts in enhancing motivation and living the vision in second language acquisition. In M. S. Wong, C. Kristjánnson, Z. Dörnyei (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 171-188). Routledge.
Mambu, J. E. (2010, January 7). Interpreting Gus Dur, the icon of pluralism. The Jakarta Post. https://www.thejakartapost.com/news/2010/01/07/interpreting-gus-dur-icon-pluralism.html
Mambu, J. E. (2014, Fall). Negotiating the place of spirituality in English language teaching: A case study in an Indonesian EFL teacher education program [Doctoral dissertation, Arizona State University, Tempe]. ASU Library KEEP. https://keep.lib.asu.edu/items/153219
Mambu, J. E. (2016). Investigating students’ negotiation of religious faiths in ELT contexts: A critical spiritual pedagogy perspective. Critical Inquiry in Language Studies, 13(3), 157-182. http://dx.doi.org/10.1080/15427587.2016.1150145
Mambu, J. E. (2017). Addressing religious issues and power in ELT classrooms: Voices from English teachers in Indonesia. International Journal of Christianity & English language teaching, 4, 6-27. https://digitalcommons.biola.edu/cgi/viewcontent.cgi?article=1000&context=ijc-elt
Mambu, J. E. (2023a). Peran pendidikan Bahasa Inggris Kritis-Spiritual dalam menyikapi Sustainable Development Goals. [Pidato Pengukuhan Guru Besar]. https://repository.uksw.edu/handle/123456789/28889
Mambu, J. E. (2023b). Embedding sustainable development goals into critical English language teaching and learning. Critical Inquiry in Language Studies, 20(1), 46-76. https://doi.org/10.1080/15427587.2022.2099863
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Erlbaum.
Ryoo, J. J., Crawford, J., Moreno, D., & McLaren, P. (2009). Critical Spiritual Pedagogy: reclaiming humanity through a pedagogy of integrity, community, and love. Power and Education, 1(1), 132-146. https://doi.org/10.2304/power.2009.1.1.132
Smith, L. T. (2021). Decolonizing methodologies: Research and Indigenous peoples (3rd ed.). Zed Books.
Tisdell, E. J. (2007). In the new millennium: The role of spirituality and the cultural imagination in dealing with diversity and equity in the higher education classroom. Teachers College Record, 109(3), 531-560. https://doi.org/10.1177/016146810710900303
Vandrick, S. (2018). Growing up with God and Empire: A postcolonial analysis of missionary kid memoirs. Multilingual Matters.
Wong, M. S., & Mahboob, A. (Eds.). (2018). Spirituality and English language teaching: Religious explorations of teacher identity, pedagogy and context. Multilingual Matters.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat
This work is licensed under a Creative Commons Attribution 4.0 International License.
Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat is licensed under a Creative Commons Attribution 4.0 International License
