Exam 1: Exploring Knowledge Generation, Social Inequalities, and Curriculum Design

Role of teachers for the development of critical pedagogy is /are____________

An attempt to overthrow structures of authority, including the state is what kind of acitivity?

Transmission of norms, values and beliefs conveyed in the classroom atmosphere is ____________

Reasoning based on the journey of major premise to minor premise is called

The NIOS was established in the year____________

"The representation of knowledge in the educational curriculum is clearly biased"-it is thought of

Model that follows teachers approach, indudctive approach is

The curriculum model that has deductive,linear and prescriptive approach is ____________

Knowledge and participation are the two sources of interest. This concept was given by____________

It includes content, learning experiences and learning activities____________

Providing developmental needs of learners and assuring essential levels of learning is____________

Knowledge that doesn't requires no evidence for a belief, as the belief is already accepted

The curriculum design whereby the decisions pertaining to the content, planning process and its implementation process is taken by a central agencies is____________

Research and development, in-service and pre-service training and extension and dissemination work is

The study of conflict between human thought and social context within which it arises is ____________

It is a set of courses that are considered basic and essential for future classwork or graduation

The group based inequalities in Social Dominance Theory are maintained through____________

When society's value system is controlled by certain group and creates disparities in different field for others. It is ____________

The 4 stages of cognitive costructivism was given by____________

The Dual Code Theory is related to ____________