Critical Pedagogy: A Philosophical Genealogy in Rousseau's dilemma in CP (original) (raw)

Broadening the Circle of Critical Pedagogy

Critical pedagogy is understood (and misunderstood) in myriad ways. Most often associated with Paulo Freire’s (1970) problem-posing approach in opposition to the traditional banking method of education, it is also closely connected with neo-Marxist, critical theory–based analyses of education, schooling, and society. Despite popular perception, and the conceptualizations of critical pedagogy by some of its most well-known proponents, there is no single ideological perspective or particular social movement that defines critical pedagogy. The dominant conceptualizations of critical pedagogy are unnecessarily narrow, both politically and philosophically. As a result, a pedagogical approach that is undeniably powerful has been undermined and its impact blunted. Critical pedagogy has become less a process of students investigating the world and constructing personally meaningful understandings that aid them in the struggle to overcome oppression and achieve freedom and more akin to an a priori set of beliefs about the world presented as maps to be followed. In other words, critical pedagogy has met the enemy and he is us, or at least includes us. If critical pedagogy, as process of education, is to achieve its aims, it cannot exempt itself from the same uprooting and examination of its own underlying assumptions, pronouncements, clichés, and received wisdom.

Critical Pedagogy: Origin, Vision, Action & Consequences.

Abstract Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators’ possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it. Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.

Critical Pedagogy: Future and Hope

Journal of Transformative Praxis

Critical pedagogy is a pedagogical philosophy and social movement founded on the notion of critical social theories and paradigms. Critical pedagogy encompasses a wide range of topics, including future and hope. Whilst developing educational programs, implementing pedagogies, and responding to humanitarian crises, critical pedagogy becomes a basis for examining deep-seated values, beliefs and assumptions that might otherwise challenge empowering, equitable and socially just educational and social systems (Luitel & Dahal, 2020). Such a process is, without doubt, an important component of renewing education and culture. Politics is at the heart of critical pedagogy (McLaren & Leonard, 1993). Hence, in this editorial, we attempt to highlight critical pedagogy: future and hope of the Freirean concepts of critical pedagogy (1921-1997). Education as “Banking”, liberatory pedagogy, education is political, critical pedagogy is not Eidos, pedagogy of hope, critical reflection as/for conscien...

Critical Pedagogy: An Evaluation and a Direction for Reformulation

Curriculum Inquiry, 1997

Critical pedagogy, once the prominent new paradigm in educational discourse, is practically absent from it now. Many writers attribute this to its lack of practical consequences. In this article, however, the authors investigate its underlying model of personal identity as an aim of education. This model, with its emphasis on consistency and rationality as a source of human agency, is a typical product of the "modern" way of thinking. In the light of the discussion of postmodernity, it can no longer be taken for granted. It is suggested that another model, based on a discursive theory of identity along Vygotskian lines, may present more adequate possibilities for specifying the aims of education. One aspect of critical pedagogy should not be lost, however, that is, its emphasis on the political nature of education and the necessity of an ethical discourse about its aims.

A Review on Historical Aspects of Critical Pedagogy

2021

This paper makes a review of inventory and application of critical pedagogy in education sector, in particular, and also in general practices of critical thinking, skepticism, decision making process, etc. Critical pedagogy as a concept originated and developed in academia, for development of critical mind of learners. Education broadens the students’ views of reality. Education is transformative, bringing all kinds of changes in human mind, as well as in the society and the nation. Education makes students critical and skeptical on the issues which are frequent in their daily life. Therefore, all kinds of social, cultural, economical and political issues are solved by critical mind of the learners. Education must be democratic in nature and system. People in power make education system in their own favour, dominating the powerless people. Therefore, education is political. Those who participate in critical pedagogy resist the constraints that those in power impose on them. ...