Exploring the Perceptions of Secondary School Teachers about Critical Pedagogy at Secondary School Level (original) (raw)
Related papers
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.
The Implementation of Critical Pedagogy: Building a dialogue in the classroom
Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018), 2019
Dialogue is the basis of critical education as a way to involve university students in order to be active in class, in which students can find a critical position by using critical thinking. Critical thinking is shown by seeing relationship between humans and the world, the thinking which views reality as a process and a change. The thinking does not separate the self from action. The practice of dialogue in classroom was undertaken by having students learn about important problems, did reflection by posing questions which made them understand the problems from a wide range of perspectives, then found the ways to take action to solve those problems. The principle of dialogue in the critical pedagogy framework is that dialogue should contain equal, open and critical inter-subjectivity between students and their world, and between teacher and students. Dialogue was undertaken by reflecting on what we know and what we don't know. Students can take critical actions to transform and change reality. The dialogue activity done in classroom is based on love, humility, belief, mutual trust and expectation.
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.
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.
A Comparative Study on the Awareness of Critical Pedagogy among Pre-Service and In-Service Teachers
International Journal of All Research Education & Scientific Methods, 2022
The destiny of a country is shaped in its classrooms" (Kothari Commission, 1966). Teachers play a pivotal role for shaping the future of our country. Teacher, who acts as the bridge between curriculum and learner, has the responsibility to implant Conscientization in learner. Teacher is responsible if our children lack an attitude of Conscientization. Here the researcher attempts to compare the attitude of critical pedagogy among pre-service and in-service teachers in order to know where the teacher stands in the aspects of critical pedagogy. Critical Pedagogy is a philosophy of reformative teaching-learning approach that helps the learners critically analyze, challenge the established dominations, inequalities, and thereby establish an egalitarian society. i.e., assisting the students to achieve critical consciousness. In this study, the researcher tries to analyze the level of awareness of critical pedagogy among in-service and pre-service teachers. The finding is thatclear that the t-value is much greater than 1.97 as well as 2.60 at the critical value of 0.05 and 0.01 levels respectively. Here we may conclude that the difference between the two means is significant. Therefore, there exists significant difference between pre-service and inservice teachers on the awareness in critical pedagogy.
Journal Of History School, 2023
The present study aims to identify how school administrators perceive critical pedagogy in terms of functions of schools and what they think of critical pedagogy within the scope of their practices at their schools. Critical pedagogy is a systematic interpretation of contemporary educational problems and one of the most significant approaches in the literature. Within this context, the points of view among school administrators regarding this issue are of vital importance. The study group consists of a total of 6 middle school and high school administrators. The study employs the method of "holistic multiple case study". The data was collected by means of "semi-structured interview forms" and analysed through the "content analysis" technique. The interviews conducted with the participants revealed that a critical pedagogic point of view is prevalent in terms of some of the practices of school administrators as well as their motives behind them and that their behaviour also partly stem from the administrators of critical pedagogy.
Critical Evaluation of the characteristics of Critical Pedagogy
This paper concerns the personal evaluation of the characteristics of critical pedagogy. This system of teaching demands changes in the curriculum. The characteristics of this method of teaching are different from the Banking Education system. In many developed countries, this method is successfully practiced in the classroom. But developing countries like Bangladesh are still fully not able to practice this method in all educational settings. In Bangladesh, modernist and postmodernist methods are prevailing side by side in the curriculum. There are several facts because of which the characteristics of critical pedagogy are not followed or practiced by all educational institutions here. The facts are the existing political and religious irregularities, lack of self-consciousness among teachers, lack of teachers training, lack of inclusion of problem imposing materials in the curriculum, etc. Based on some findings, a personal evaluation has been written in this paper.
The Interplay between Critical Pedagogy and Critical Thinking: Theoreticalities and practicalities
The main goal of education is believed to be transformation. A system should be dynamic in order to be transformative. Dynamism pumps blood to the body of the society. What prevents a society from transformation is passivity which leads to lethargy and stagnation. Language teaching has an integral role in fostering criticality and denouncing passivity since language deals with words and words trigger reflection and action. The recent cooperation between language teaching studies and other disciplines such as psychology, sociology, politics, culture studies and philosophy underscores the significant role of language, discourse studies and applied linguistics in the educational system. Language pedagogues and material developers are accountable to bring this idea to the learners' awareness. The present article aims at shedding light on the concepts and research areas of critical pedagogy and critical thinking and the interplay between these two concepts.
In Support of Critical Pedagogical Method
Critical pedagogy is scary! In its simplest form it aligns with the imperative of engaged learning – figuring out ways to have teachers and students co-operatively to engage critically with the knowledge base, the pedagogies and curricula of their disciplines, and to share power in a mutual exploration of alternative understandings that intersect with issues of social, cultural and environmental equity and sustainability in a context of real social needs and community aspirations. Asking teachers who have had a lifetime of top-down, authority-based, teacher-centered, abstract, silo’d learning to abandon this and to instead relinquish or at least share their power to grade and judge, to work across disciplines and to risk vulnerability and all for the same salary is to ask a lot. Why would anyone want or choose to do this? The answer is, that, with support and a good methodology it is not difficult, and that it can be very rewarding. Apart from the fact that it can energize and animate students to achieve exceptional results, it can also revitalize teaching practices, enthusiasm for the material and insights into new levels of understanding, new, cross-disciplinary combinations and extensions and conceptualizations of material that had previously seemed old and stale. It can be challenging and demanding. But it can also be fun