Hopeful Provocations for a Dialogue with Critical Pedagogy
Shirley R. Steinberg
Academicus International Scientific Journal, 2021, issue 24, 124-129
In respect for the tentative ways of knowing critical pedagogy, I choose not to define the notion, but rather discuss it from my point of view. It is easier to begin by discussion on what critical pedagogy is not: Critical pedagogy is not prescriptive way of teaching. It is not teacher-proof because it invites teachers to make their own decisions. It is expected to be student-centered but does not prioritize that the student has more to say than the teacher. It is respectful of different traditions, different ways of seeing the world. I would say that critical pedagogy is couched in literacies and, in a non-academic sense, it is couched in the notion of Paulo Freireï¿½s notion of reading the worldï¿½ the word becomes less important than the world, once one understands the world, cultures, societies, people actually do read the word better. For the purpose of this essay, I embed quotes from Freireï¿½s work to include his voice within the text.
Keywords: critical pedagogy; Paulo Freire; power; education (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:etc:journl:y:2021:i:24:p:124-129
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