BLOG 6

Critical Pedagogy and Discourse of the Analyst

Henry Giroux describes critical pedagogy as an "…educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." (http://en.wikipedia.org/wiki/Critical_pedagogy)  

 I have learned a great deal from our discussions in class about Mark Bracher’s book, Radical Pedagogy.  Bracher’s book prompted me to examine critical pedagogy in relationship to my own teaching.  Critical pedagogy is a completely new term for me although the concept is not; often educators utilize concepts, pedagogies, and methods in the classroom without being fully aware of the proper “eduspeak” terms for these processes.  In today’s rapidly changing technological society, being an effective educator is a difficult task for a myriad of reasons such as the lack of time, available training and resources to keep pace the evolving changes in industry; this fact highlights the absolute importance for a system of education that challenges students in a variety of ways while stressing the process of learning as being a lifelong event.

At present, I work with educators who demonstrate characteristics of the four pedagogical modes explained by Bracher. Bracher states that three of the pedagogies may damage student’s identities, rather than being beneficial to students. However, critical pedagogy “…aims to help students develop their full potential, to become empowered.” (pg. 101)    Above all, the teacher desires to empower students and allows individual students to become active participants in their learning.  As explained on page 101, critical pedagogy aims at liberating individuals from harsh forces such as racism, classism, colonialism, sexism, and heterosexism.    Students are inspired to develop and expand their identities which are frequently unlike that of their teacher. A teacher using this process does not seek to produce a carbon copy of themselves through their students.  The goal is for students to become conscious of their own individuality and identity and to begin formulating their own ideas.   Teachers provide students with opportunities to learn and grow through experiences. Teachers must be prepared to have their own thoughts and opinions challenged by the students they are teaching.  Unlike authoritarian pedagogies students don’t conform to the beliefs of their teacher, and aren’t afraid to articulate their views and ideas.

Therefore, critical pedagogy is “…a process for discovering one’s own potential identity components and developing them into an identity of one’s own.” (Pg.102)   Students are encouraged to develop critical thinking skills. This process requires that teachers and students work together to gain knowledge, explore problems and, investigate solutions.   “Practicing critical pedagogy requires educators to work collectively with their students, colleagues, and the larger school community.” (http://www.newberry.k12.sc.us/nbhs/literacypage/Critical%20Pedagogy.pdf) 

Likewise, students are encouraged to look at their world and their future in new and exciting ways.  Students think outside of the box while increasing their understanding of their involvement in the world. “…give us a sense of ourselves as a force that matters in the world.”(Preface)  Therefore, it is essential for educators to make students feel empowered about the role they play in society.   “We have to stop spoon feeding kids curriculum tests and homework. They need to be self-directed. They need to be lifelong learners, which mean they need to be empowered to manage more and more and more of their own learning.” (http://langwitches.org/blog/2010/03/12/empower-students/)  I believe that in order to achieve these goals it would require educators to re-examine current curriculums and outcomes. 

Critical pedagogy encourages students to become active participants in their learning, and students are encouraged to expand and express their thoughts and opinions; not merely regurgitate notes, thoughts, and opinions given to them by their teachers.  Hence, the role of the teacher is to provide the necessary resources and to support the growth and development of students.  In addition, critical pedagogy allows students to think for themselves, and share their beliefs and opinions in a safe environment. Critical pedagogy “encourages growth of each student’s intellectual character rather than a mere “mimicry of the professorial style.” (Shor, I. (1980). Critical Teaching and Everyday Life. Boston, Massachusetts: South End Press). 

To conclude, the reasoning that lies behind the critical pedagogy approach to teaching is, to me, simply the right approach educators must strive to achieve with their students.   It is vital that we help empower our students to become critical thinkers and to challenge the “norms” that have often created many problems in the first place. However, as much as I agree with the critical pedagogy approach,   I believe it will be years before school boards will allow teachers to adopt this method.  Presently, school boards continue to inform teachers that they must meet the compulsory outcomes and sadly many boards are buying into the old concept of “standardized” testing to address “accountability” issues; in short they are trying to force us to fit all of our students into the same mold when we all know that each student has their own unique learning proclivities and styles.   Perhaps as effective educators it is time to re-examine our curriculums, in order to produce students that are sensitive to the problems that exist. “We need an approach to education that is focused on dialogue instead of a one-way transmission of knowledge.” (http://www.newberry.k12.sc.us/nbhs/literacypage/Critical%20Pedagogy.pdf)

“When I think back on all the crap I learned in high school, it's a wonder I can think at all”

Paul Simon, Kodachrome

Thanks for reading!

Marilyn