ABSTRACT
This chapter introduces the concept of critical viewing and illustrates what it means to take a critical stance in one's teaching practice. It discusses the possibilities of criticism in classroom practice as defined by progressive educators. The chapter explores critical pedagogy of representation and the misconceptions associated with response-centered approaches that have assumed the central position of critical reader/viewing practices. It shows that how a teacher can use critical viewing as a language of criticism to sift through multiple layers of inter-medial texts and go beyond surface impression, traditional myths, and routine cliches, applying the meaning to one's own social context. The chapter explains the interrelationship between critical literacy and the pedagogy of representation, and also explores critical viewing as a response to intermediality. It provides that teachers to re-evaluate the analytical schemes to gain a more contextual understanding of the mutually constitutive nature of theory and practice.
