Growing Literacy of Resistance in “the Curriculum Garden” of Resistance Language and Literature

Abedinia, A., & Izadnia, M. (2013). Critical pedagogy in ELT classroom: Exploring contributions of critical literacy to learners’ critical consciousness. Critical Inquiry in Language Studies, 22(4), 338-352.

Amiri Khorasani, A., & Hedayati, F. (2014). Resistance literature: Definitions and limitations. Journal of Resistance Literature, 6(10), 23-41.

Avini, M.(2004). The development and principles of the West civilization. Tehran, Iran: Saqi publication.

Baqeri, K. (2006). Another perspective on Islamic pedagogy. Tehran, Iran: Madreseh Publication.

Berns, M. S. (1985). Functional approaches and communicative competence: English language teaching in non-native contexts. Unpublished doctoral dissertation, University of Illinois – Illnois.

Byram, M. (2012). The Eric Hawkins lecture: Language awareness and critical (cultural) awareness-relationships, comparisons, and contrasts. Language Awareness, 21(1-2), 5-13.

Cohen, L., Manion, L.,&Morrison, K. (2000). Research methods in education. London, UK: Routledge.

Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogy: An International Journal, 4(3), 164-195.

Cunningsworth, A. (1995). Choosing your coursebook. Oxford, UK: Heinemann.

Edwards, A. (2005). Relational agency: learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168-182.

Egan, K. (2003). What is curriculum? Journal of the Canadian Association for Curriculum Studies, 1(1), 9-16.

Eisner, E. W. (1994). The educational imagination: On the design and evaluation of school programs. New York: MacMillan College Publishing Company.

Fasheh, M. (1990). Community education: To reclaim and transform what has been made invisible. Harvard Educational Review, 60(1), 19-36.

Fasheh, M. (1995). The reading campaign experience with Palestinian society: Innovative strategies for learning and building communities. Harvard Educational Review, 65(1), 66-93.

Fasheh, M. (2015, June). Over 68 years with mathematics: My story of healing from modern superstitions and reclaiming my sense of being and well-being. Paper presented at the Math Education and Society Conference, Portland State University, Oregan.

Freire, P. (1973). Education for critical consciousness. New York: Seabury.

Freire, P. (2000). Pedagogy of the oppressed. New York: Bloomsbury.

Freire, P., & Macedo, D. (2005). Literacy: Reading the word and the world. London, UK: Routledge.

Fredricks, L. (2007). A rationale for critical pedagogy in EFL: The case of Tajikistan. Reading Matrix, 7(2), 22-28.

Ghahremani Ghajar, S., & Mirhosseini, S.A.(2005). English class or speaking about everything class? Dialogue journal writing as a critical EFL literacy practice in an Iranian high school. Language Culture and Curriculum, 18(3), 286-299.

Ghahremani Ghajar, S., & Mirhosseini, S.A. (2011).Whose knowledge? Whose language? Reeds crying tales of separation. In S. Ghahremani Ghajar& S. A. Mirhosseini (Eds.), Confronting academic knowledge (pp. 87-104). Tehran, Iran: Iran University Press.

Ghahremani Ghajar, S., & Poursaduqi, S. (2017). Hidden imposed war: Dezful surrounded by strange words this time. Journal of Language Research, 8(21). 115- 131.

Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. New York: Bergin and Garvey.

Giroux, H.A. (1988). Teachers as intellectuals: Towards a critical pedagogy of learning. Massachusetts: Design and Gravity Publishers.

Giroux, H.A. (2018). Pedagogy and the politics of hope: Theory, culture, and schooling: A critical reader. New York: Routledge.

Harlow, B. (1987). Resistance literature. New York: Methuen.

Hinkel, E. (Ed.). (2005). Culture in second language teaching and learning. Shanghai, China: Shanghai Foreign Language Education Press.

Holliday, A (2011). Intercultural communication and ideology. London, UK: Sage.

Holly, D. (1990). The unspoken curriculum. Cambridge, UK: Cambridge University Press.

Huh, S. (2016). Instructional model of critical literacy in an EFL context: Balancing conventional and critical literacy. Critical Inquiry in Language Studies, 13(3), 210-235.

Janks, H. (2000). Domination, access, diversity, and design: A synthesis for critical literacy education. Educational Review, 52(2), 175-186.

Jihad. (2018). In Merriam-Webster’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/jihad

Juan, W. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science, 6(5), 137-144.

Khomeini, R. (1989). Imam’s sahifeh. Tehran, Iran: The Institute of Arrangement and Publication of Imam Khomeini’s Works.

Kilickaya, F. (2004). Guidelines to evaluate cultural contents in textbooks. The Internet TESL Journal, 10(12), 38-48.

Kincheloe, J.L. (2004). Critical pedagogy. New York: Peter Lang Publishing.

Kliebard, H.M. (1975). The rise of scientific curriculum making and its aftermath. Curriculum Theory Network, 5(1), 27-38.

Laidlaw, L. (2005). Reinventing curriculum: A complex perspective on literacy and writing. New Jersey: Lawrence Erlbaum Associates Publishers.

McLaren, P. (1988). Culture or canon? Critical pedagogy and the politics of literacy. Harvard Educational Review, 53(2), 213-234.

McLaren, P. (2016). Life in schools: An introduction to critical pedagogy in the foundations of education. New York: Routledge.

Milner, H.R. (2010). Culture, curriculum, and identity in education. New York: Palgrave Macmillan.

Motahari, S. (1994). Education in Islam. Tehran, Iran: Sadra.

Muhammadi, B. (2017). The conflict of two Islams. Qom, Iran: Ma’ref.

Pennycook, A. (2017). The cultural politics of English as an international language. London, UK: Routledge.

Pinar, W.F. (2004). What is curriculum theory? London, UK: Lawrence Erlbaum Associates Publishers.

Prodromou, L. (1988). English as cultural action. ELT Journal, 4(2), 73-88.

Ross, A. (2005). Curriculum, construction, and critique. London, UK: Falmer Press.

Sangari, M. (2010). Literature of holy defense. Tehran, Iran: The Foundation of Preservation of Works and Publication of Values Related to Sacred Defense.

Shor, I. (2012). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.

Tanner, D., & Tanner, L. N. (1995). Curriculum development: Theory into practice. Englewood Cliffs, N.J.: Merrill.

Torabi, Z. (2009). Introduction to the world resistance literature. Tehran, Iran: The Foundation of Preservation of Works and Publication of Values Related to Sacred Defense.

Wallace, C. (2003). Critical reading in language education. New York: Palgrave Macmillan.

Wortham, S. (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76, 229-247.