Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future? (original) (raw)

Critical pedagogy is understood in myriad ways. Most often associated with Freire’s 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, 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. 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. The aim of this paper is to broaden the conception of critical pedagogy and thereby increase its uptake by teachers and its effects on individuals, schools, and society by adopting a less orthodox conception of what it means to practice critical pedagogy.

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