Critical pedagogy as an emancipatory framework contrasting with Freire's banking model of education¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

The article presents critical pedagogy, developed from Freire, Gramsci, Apple, Giroux, McLaren and Shor, as an alternative to traditional 'banking' pedagogy in which teachers are the sole authority and learners passive recipients. It "seeks to understand and critique the historical and sociopolitical context of schooling" and aims to change schooling and wider society. In ELT, both language learning and teaching are treated as political processes, with language as a social practice helping learners understand themselves and their surroundings. Kincheloe's stated assumptions include recognizing sources of power, the political nature of education, justice and equality, and the promotion of emancipation.

Design Implications¶

Context¶

Requirements¶

• Teachers willing to share authority, use dialogue, and connect content to learners' real lives and sociopolitical issues

Constraints¶

• The article notes the dominance of the banking concept of education as a norm in Iran limits teachers' freedom to apply critical pedagogy principles

Target Learners¶

• EFL teachers and their students in foreign language classrooms

Target Learning Objectives¶

• Critical consciousness, critical thinking, awareness of social inequality, and learner empowerment

Claims¶

• Phd Holders Most Aware Of Critical Pedagogy [+M]

Related Theories¶

• Giroux's critical pedagogy is a program of rhetorical education in which pedagogy is a form of cultural production

Examples¶

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Key Sources¶

• Mahmoodarabi, M., & Khodabakhsh, M. R. (2015). Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p100