We do not necessarily believe that most critical pedagogists
are directly calling for armed revolutions by the oppressed and their allies.
Pre-service and in-service pedagogists
need to transfer knowledge bases about social justice and global interdependence into actions, inclusive of language, behaviors, and practices.
There must be love between the pedagogist
and the student-athlete as learner.
At an internal level, the variables to be considered have to do with regional diversity, equality policies and reforming the curriculum for social educators, teachers and pedagogists
New Literacy theorists and educational theorists such as Gee, (1991 & 2000), Street (2005), Luke (1998 & 2000), and Pahl and Rowsell (2005), as well as critical pedagogists
such as Paulo Freire (1970) suggest that standardised tests reduce literacy to a few simple skills, encourage passive transmission orientated classrooms, fail to engage students personal interests and cognitive abilities, and suffocate identities.
By the end of the 20th century, however, critical pedagogists
rejected virtually all "universal truths" and scolded professionals for ethnocentrism and promoting white, middle-class values without regard to cultural variations.
Observation demonstrated that accomplished flutists and flute pedagogists
tend to have effective support-balance ability.
Constructivist is also a referential learning theory for some psychologists and pedagogists
Learning from the traditions of critical pedagogists
, we believe that, in a democracy, power relationships must be identified and critiqued (Kinchefoe, 2004).
The challenge for pedagogists
is to understand how to design optimal learning environments to encourage athletes to achieve technique metastability.
This is absolutely necessary in order for educators to become skilled culturally responsive pedagogists
, yet, the expectation that teachers prioritize this places one more responsibility on them in a teaching context in which teachers are already tragically overburdened with large class sizes and administrative responsibilities that, increasingly, are dictated by high stakes testing and curriculum standardization (Darling-Hammond, 1997; Murrell, 2001; Nieto, 2000; Nieto & Bode, 2007).
A greater cohesion in evaluation standards may be difficult, given theoretical differences among researchers and pedagogists
, methodological difficulties in comparing different experiential designs, the impact of variable institutional constraints and student populations and the questionable possibility of measuring affective and behavioural change (as opposed to purely cognitive development) (Saunders, 1997).