Critical Pedagogy: A Philosophical Genealogy from Hegel 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: 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 and Its Realization in Classroom Context

Critical pedagogy with the aim of theorizing practice and practicing theory has proved itself to be of great value; but the application of critical pedagogy is an issue which has to be handled and scrutinized with meticulous care. Throughout the present paper, first a definition of critical pedagogy with its theoretical underpinnings is given. Afterwards, the application of critical pedagogy in classroom context and the ways through which critical pedagogy can be recognized in classroom context are brought into consideration. Some techniques of applying critical pedagogy in the classroom are also introduced. Finally, the present paper argues that how the selection of topics which are both socially and individually of great value and importance and also meaningful to students can function as a strategy for the realization of critical pedagogy in the classroom context.

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.

Basic Principles of Critical Pedagogy

ipedr.com

This article is intended to give some context to the discussion of critical pedagogy (CP) as one of the post method approaches to language teaching. It adopts the Frankfurt school principles as its main source in search for a more just society. It relates the school context to the social context in which it is embedded. It stresses empowering learners to think and act critically with the aim of transforming their life conditions. Although this approach has recently gained momentum, few studies have exclusively addressed it. Therefore, the present study aims at exploring major themes in CP including the libratory and problem posing education, teacher and student roles, praxis as the reflection on the world, and dialogism and to make suggestions for application of this approach in ELT classrooms. To achieve this aim, available books and articles written on the subject were scrutinized. The results showed that the transformative CP, despite being a new and useful approach, is barely explored and attended to in Iranian educational system.

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. ...