Freire's problem-posing model: critical pedagogy and young learners

2014

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 ...

RISE, 2021

Authors, teachers, students, family members, and other citizens from diverse cultures, gender options and countries have been and are developing critical pedagogy all over the world. However, there are authors of "critical pedagogy" who use this label for luxuries and egotism but who have never transformed nor supported the transformation of any school or educational project. This article presents four criteria to distinguish between the critical pedagogy that transforms reality and the "critical pedagogy" that only benefits those who use this label. The first criterion is the egalitarian dialogue that critical pedagogy authors use with very diverse citizens to achieve extensive and profound real transformations. The second one is the social impact of their work on society, especially on the oppressed, overcoming inequalities and improving their conditions of life. The third one is the equality of results of the oppressed in literacy as well as in sentiments and values, without segregating. The fourth one is the critical pedagogy style versus the Althusserian and market styles, highlighting the scientific and theoretical rigor of critical pedagogy authors opposed to the lack of theoretical basis of authors of "critical pedagogy".

Critical pedagogy is considered quite challenging to be enacted both for academicians and professionals in education. This paper focuses on the exploration of the obstacles educators have faced in their efforts toward implementing a critical pedagogy in different educational settings. After reviewing the relevant critical literacy literature, suggestions to overcome the obstacles are made. In our view, this study is contributing to the discussion concerning the update of curricula and teaching practices by embedding a critical perspective.

Critical pedagogy is derived from critical thinking which is considered as a postmodern approach and a newly developed paradigm in thinking about education. Critical pedagogy (CP) provides recommendations and guidelines to account for social relations and injustice in human education. This study aimed at elaborating on ILI language teachers' awareness of critical pedagogy components and the extent to which they can employ these issues in their teaching experience. To this end, 100 language teachers teaching English at Iran Language Institute (ILI) were chosen randomly to participate in the study. Since this was a mixed design study, the data gathered through CP questionnaire and the interview phase threw lights on some significant facts in this regard. The researcher made use of various statistical procedures such as descriptive statistics, factor analysis, as well as grounded theory in order to analyze both quantitative and qualitative data. Results revealed that although majority of the instructors in ILI seem to be aware of critical pedagogy principles, they do not feel free to implement them in their language classes due to some obstacles of which the top-down and centralized educational systems were known to be the most significant one. Moreover, it was revealed that obstacles in implementing CP principles in language classes will not prepare students to get familiar with these issues.

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.

Curtin University, 2019

To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgment has been made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university.

2017

The purpose of this panel study was to investigate whether student teachers in Iran who were doing their master’s studies in TEFL practiced critical pedagogy in their classrooms, and to study their beliefs about critical pedagogy and its challenges. Thirty-four student teachers who were employed by the government and private sectors and took courses in Methodology, Syllabus Design and Materials Development, and ESP at a state and a private university in Iran agreed to participate in the research. After loss of individuals, thick narrative data were collected from the remaining twenty-eight participants during the two semesters of the same academic year. The participants’ beliefs, discussions, interviews, written comments, and reports on their individual practice in their own classrooms were carefully recorded and analyzed for any changes in behavior patterns during the two semesters. QSR NVivo-11 was used to categorize and summarize the written and transcribed narratives besides the...

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.

Authentic education arises from active engagement with the world-its people, systems, and events. Viewed through the lens of Critical Pedagogy (CP), education becomes a means of bridging theory and practice. It involves critique, reflection, and reconstruction: questioning assumptions, re-evaluating methodologies, and rethinking foundational concepts.

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