Broadening the Circle of Critical Pedagogy (original) (raw)

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.

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. ...

Investigating_the_applicability_of_critical_pedagogy

Crooks (2010) has elucidated that Critical Pedagogy (CP) is more likely to be dismissed when it may be perceived as culturally inappropriate. Hence, this paper aims to unpack the possible applicability of implementing tenets of critical pedagogy in the context of Saudi Arabia. The article explores the potentiality of CP among higher education English language teachers in Saudi Arabia; the populations of this mixed method (i.e., survey and interviews) study are teachers who teach at colleges of language and translation and departments of English and literary studies at two Saudi universities. Findings indicate that the participants' perspectives on CP showcase their ideational stance towards their own pedagogical orientations, which included: high awareness of CP principles, tactically using CP in some classroom scenarios, at the micro-level, and sometimes rejecting the application of such a tool due to its serious consequences. The paper thus implicates that applying CP in Saudi Arabia can foster the concept of teaching as a 'value,' (Crookes, 2021) which sustains the globalized collective waves of emancipatory education.

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.

Humanizing critical pedagogy: What kind of teachers? What kind of citizenship? What kind of future?

Review of Education, Pedagogy and Cultural Studies, 2018

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.