Critical Pedagogy: Origin, Vision, Action & Consequences.

Facta Universitatis, Series: Teaching, Learning and Teacher Education, 2018

Critical pedagogy has significant place among the papers of numerous researchers and theoretician of education especially in the USA. The central focus of this paper is directed to historical development of critical pedagogy, the most significant postulates and on ideas of their bearer. The starting points for considering presents the ideas of critical pedagogues as Paulo Freire and Henry Giroux, ideas of Jean Jacques Rousseau and John Dewey that are considered as forerunners of this movement, until the contemporary representatives of critical pedagogy who continued to support and develop this approach. The aim of this paper is to consider the influence of critical pedagogy and its representatives on school practice and education. It can be concluded that promoted idea, which was created and developed in critical pedagogy that education is never "sterile clean", is impregnated with reflections of numerous political, economic and social circumstances, and it stayed as future vision to be considered by theoretician of education, pedagogues and pedagogy of future. At the end, some of the implications for modern pedagogical practice, formed by analyzing the critical pedagogy and needed to nurture in school practice are separated, those implications are developing teachers' critical spirit and its autonomy, nurturing the quality in relations with students that induce their development and improve outcomes, the strength of the dialogue culture which respects the right to be different and which straightens the ethical responsibility of teachers that represents the basics of teachers' identity development and building of their profession.

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.

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. ...

Journal of Education and Practice, 2014

This study tries to investigate Paulo Freire critical pedagogy and its implications in curriculum planning. Freire critical pedagogy, which has been influenced by Frankfort School, has introduced a new approach in contemporary educational issues. Freire lays a particular emphasis on the role of critical understanding to remove deprivation and injustice from societies. He also believes that development of an educational plan, which is in line with the redeemer education, can pave the hopeful way for a basic evolution in education. The present study, first reviews the history of Freire critical pedagogy, then it introduces philosophical fundamentals of Freire critical pedagogy, and explains some principles of curriculum planning based on Freire critical pedagogy. There are several important principles in Freire curriculum planning. These include attention to traditional and indigenous context of society, coaches' and students' participation in educational plan development, attention to the political position of education in curriculum planning, the role of cultural segments in curriculum planning, and the direct relationship between curriculum planning and economic production process. Also educating adults with focus on giving education to emancipatory people is considered as one of the main priorities of Freire's curriculum planning.

Educational Theory, 1998

The question of the possibility of a critical pedagogy is immediately connected with the question of the possibility of education. What makes education possible, so I want to argue, is its impossibility. Hence, the only possible future for a critical pedagogy is an impossible future.

Curriculum Inquiry, 1997

Critical pedagogy, once the prominent new paradigm in educational discourse, is practically absent from it now. Many writers attribute this to its lack of practical consequences. In this article, however, the authors investigate its underlying model of personal identity as an aim of education. This model, with its emphasis on consistency and rationality as a source of human agency, is a typical product of the "modern" way of thinking. In the light of the discussion of postmodernity, it can no longer be taken for granted. It is suggested that another model, based on a discursive theory of identity along Vygotskian lines, may present more adequate possibilities for specifying the aims of education. One aspect of critical pedagogy should not be lost, however, that is, its emphasis on the political nature of education and the necessity of an ethical discourse about its aims.

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...

Encyclopaideia, 2018

The article starts from Paulo Freire literacy method and reflects particularly on the following issues: anthropological concept of culture; culture of silence; generative word. It reflects, therefore, on these elements of Paulo Freire's educational philosophy in connection with principles expressed by critical pedagogy. Starting from this reflection, we ask ourselves how to give life to a proposal of participatory didactics, generative of dialogue, critical conscience and social transformation.

2017

Critical pedagogy has significant place among the papers of numerous researchers and theoretician of education especially in the USA. The central focus of this paper is directed to historical development of critical pedagogy, the most significant postulates and on ideas of their bearer. The starting points for considering presents the ideas of critical pedagogues as Paulo Freire and Henry Giroux, ideas of Jean Jacques Rousseau and John Dewey that are considered as forerunners of this movement, until the contemporary representatives of critical pedagogy who continued to support and develop this approach. The aim of this paper is to consider the influence of critical pedagogy and its representatives on school practice and education. It can be concluded that promoted idea, which was created and developed in critical pedagogy that education is never "sterile clean", is impregnated with reflections of numerous political, economic and social circumstances, and it stayed as futur...

A Rationale for Critical Pedagogy, 1985

Power, and Liberation, however, his pedagogical philosophy, experiences, and meth odology extend far beyond geographic boundaries; they encompass the political realities of the oppressed everywhere. His message is clear: education is inherently a political process and, as such, is universally political in nature. Politics is very much in Freire's soul. For most of his life he has had to confront issues of power, bureaucratization, and control. Born into a middle-class family in Recife, Brazil, Freire experienced hunger as a child during Brazil's economic crisis of 1929. Though his family's economic condition improved, the effects of poverty left a lasting impression, and Freire vowed that he would devote his life to working among the poor and to improving their condition. 1 In 1947 Freire be gan to help the poor learn to read by using innovative grassroots methods. During the 1960s, he was appointed director of the national literacy campaign in Brazil and developed training programs for educators, particularly in the northeast re gion. Shortly afterwards, in 1964, he was arrested, imprisoned for seventy days by the incoming military government, and exiled for his radical teaching of liter acy. 2 During Freire's sixteen years of exile, he worked in Chile for five years as a UNESCO consultant with the Agrarian Reform Training and Research Institute (ICIRA) and published Educacao como Practica da Liberdade (p. viii). In 1969 he ac cepted an invitation to join Harvard University's Center for the Study of Develop ment and Social Change, and in 1970 he moved to Switzerland to serve as a con sultant to the office of education of the World Council of Churches. There he be came involved with leaders of various developing countries, especially Tanzania and Guinea-Bissau, where issues of national development centered strongly around adult literacy programs. In 1973 Freire established the Institute of Cul tural Action (IDAC) in Geneva for the purpose of expanding his ideas and devel oping his methodology in other parts of the world. It has only been in the last five years that Freire has returned to Brazil. He is presently teaching philosophy of education at the Pontificia Universidade Catolica de Sao Paulo and the Universidade de Campinas in Sao Paulo. Through the ini tiative of his advocates in the United States, Freire continues to lecture period ically at U. S. universities about his political ideas and work.