Critical pedagogy, counterstorytelling, and the interdisciplinary power of podcasts (original) (raw)

Journal of Curriculum and Pedagogy

Abstract

Paulo Freire's classic work, Pedagogy of the Oppressed (1970), provides a radical critique of banking education and pedagogical authoritarianism, where teachers merely "deposit" knowledge into passive students. Instead, Freire argues for education to be the practice of freedom, a space of reciprocity and dialogue, where problem-posing education creates a site of mutual engagement in the production of knowledge striving for the "emergence of consciousness and critical intervention of reality" (1970, p. 81). As he discusses in his later work, Education for Critical Consciousness (1974), this type of critical pedagogy is one that is "…oriented toward research instead of repeating irrelevant principles. An education of 'I wonder, ' instead of merely, 'I do'" (1974, p. 32). As Riasati and Mollaei (2012) suggest, this involves a reflection upon one's lived experience and, "[a] development of voice through a critical look at one's world and society, which takes place in dialogue with others" (p. 224).

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