Rosamond Mitchell is Professor in the School of Humanities and Director of the Centre for Applied Language Research at the University of Southampton, UK.Florence Myles is Professor of Second Language Acquisition at the University of Essex, UK.

‘This is a timely contribution to current debates concerning the role and purpose of Universities in the twenty first century. For those with a specific interest in teaching and learning in the social sciences, this is a 'must read' text. For others, it provides a rich and fascinating resource for understanding the nature of criticality; both its theoretical underpinnings and empirical evidence of its development in practice. Whilst its focus is on specific fields of study - Modern Languages and Social Work - the authors adopt an interdisciplinary perspective that makes this book relevant to a much wider social science community.' Jackie Powell, Emeritus Professor in Social Work Studies, School of Social Sciences, University of Southampton, UK

• 1. Introduction \ 2. Conceptualizations of Criticality in Higher Education: Philosophical, Field-Specific and Political Engagement Approaches \ 3. Conceptualizations of Criticality in Higher Education: Psychological Approaches \ 4. A Proposed Framework for Criticality Development \ 5. Criticality Goals in the Undergraduate Curriculum \ 6. Becoming Critical: Teaching and Learning Processes \ 7. Student Writing and Criticality Development \ 8. Experiential Learning and Criticality Development \ 9. Conclusions and Implications \ References \ Index

Rosamond Mitchell is Professor in the School of Humanities and Director of the Centre for Applied Language Research at the University of Southampton, UK.Florence Myles is Professor of Second Language Acquisition at the University of Essex, UK.

‘This is a timely contribution to current debates concerning the role and purpose of Universities in the twenty first century. For those with a specific interest in teaching and learning in the social sciences, this is a 'must read' text. For others, it provides a rich and fascinating resource for understanding the nature of criticality; both its theoretical underpinnings and empirical evidence of its development in practice. Whilst its focus is on specific fields of study - Modern Languages and Social Work - the authors adopt an interdisciplinary perspective that makes this book relevant to a much wider social science community.' Jackie Powell, Emeritus Professor in Social Work Studies, School of Social Sciences, University of Southampton, UK

• 1. Introduction \ 2. Conceptualizations of Criticality in Higher Education: Philosophical, Field-Specific and Political Engagement Approaches \ 3. Conceptualizations of Criticality in Higher Education: Psychological Approaches \ 4. A Proposed Framework for Criticality Development \ 5. Criticality Goals in the Undergraduate Curriculum \ 6. Becoming Critical: Teaching and Learning Processes \ 7. Student Writing and Criticality Development \ 8. Experiential Learning and Criticality Development \ 9. Conclusions and Implications \ References \ Index

Rosamond Mitchell is Professor in the School of Humanities and Director of the Centre for Applied Language Research at the University of Southampton, UK.Florence Myles is Professor of Second Language Acquisition at the University of Essex, UK.

‘This is a timely contribution to current debates concerning the role and purpose of Universities in the twenty first century. For those with a specific interest in teaching and learning in the social sciences, this is a 'must read' text. For others, it provides a rich and fascinating resource for understanding the nature of criticality; both its theoretical underpinnings and empirical evidence of its development in practice. Whilst its focus is on specific fields of study - Modern Languages and Social Work - the authors adopt an interdisciplinary perspective that makes this book relevant to a much wider social science community.' Jackie Powell, Emeritus Professor in Social Work Studies, School of Social Sciences, University of Southampton, UK

• 1. Introduction \ 2. Conceptualizations of Criticality in Higher Education: Philosophical, Field-Specific and Political Engagement Approaches \ 3. Conceptualizations of Criticality in Higher Education: Psychological Approaches \ 4. A Proposed Framework for Criticality Development \ 5. Criticality Goals in the Undergraduate Curriculum \ 6. Becoming Critical: Teaching and Learning Processes \ 7. Student Writing and Criticality Development \ 8. Experiential Learning and Criticality Development \ 9. Conclusions and Implications \ References \ Index