CRITICAL PEDAGOGY

 Critical Pedagogy

Critical Pedagogy is also called as ‘conscientization’ or education for critical thinking. The term critical pedagogy   was introduced by the Brazilian educator, Paulo Reglus Nevus Friere in his book ‘Pedagogy of the Oppressed’. This book is dedicated to the poor and deprived people of the world and to those who identify with and fight for the poor people.

Critical pedagogy refers to educational theory and teaching learning activities that are designed to  raise learner’s critical consciousness regarding oppressive social condition or social problems.

Aims/ Objectives of critical pedagogy:

· Critical pedagogy facilitate radical transformation of the social structure, i.e., it brings changes in the existing structure of the society by removing the  oppressive or suppressive  conditions of people.

· It develops critical consciousness or conscientization in students. Critical pedagogy helps students to question and challenge domination and to question the believes and practices prevailing in the society.

· It helps to discover and implement liberating alternatives through social interaction and transformation. Through critical pedagogy, students can discover new ways of liberating their minds by continuous interaction with society.

· Critical pedagogy develops a deep awareness of the socio-cultural reality that shapes our life and our capacity to transform or change that reality.

Critical pedagogy tells us about how education can provide individuals with the tools to improve themselves and strengthen democracy and to create an egalitarian society where all have equal rights and opportunities. Critical pedagogy teaches children that education is a powerful tool for progressive social change.

Paulo Friere was totally against the ‘banking concept of education’ where teacher deposits knowledge into their passive students. According to him ‘no one teaches another, nor is anyone self taught’. This means that teacher and students become critical co-investigators in the learning process by having a dialogue with each other. In critical pedagogy students are asked a social problem and the student investigates and criticizes the social situation or problem through dialogue between student and teacher, i.e., students critically reflect on the problem to find out the truth and apply it in future situation and there by transform the society. Problem posing, critical thinking and dialogue are the important features of critical pedagogy.

Culture of Silence

The culture of silence is a concept in the field of education and social sciences introduced by the Brazilian educator Paulo Freire. It refers to a situation in which certain groups of people, especially the poor or marginalized, remain silent and passive because social structures prevent them from expressing their opinions, questioning authority, or participating in decision-making.

The culture of silence occurs when individuals are conditioned by society to accept oppression or inequality without questioning it. Over time, they may feel that their voices do not matter or that speaking out is unsafe or useless. As a result, they remain silent even when facing injustice.

Characteristics

• People feel powerless to express their views.

• Authority is rarely questioned.

• Individuals accept existing conditions without criticism.

• Lack of participation in social or educational decisions.

• Feelings of inferiority and dependence.

Strategies Used in Critical Pedagogy 

Critical pedagogy is a learner-centred approach that encourages students to question existing knowledge, analyze social realities, and develop critical awareness. The ideas of critical pedagogy were widely developed by the Brazilian educator Paulo Freire. The following strategies are commonly used in critical pedagogy.

• Dialogic Teaching (Dialogue-Based Learning)

Dialogic teaching emphasizes interaction and discussion between teacher and students. Instead of a traditional lecture where the teacher speaks and students listen, learning occurs through meaningful dialogue. Students are encouraged to share their opinions, ask questions, challenge ideas, and listen to others’ viewpoints. Through dialogue, learners develop critical thinking skills and gain a deeper understanding of the topic. The teacher acts as a facilitator or guide who encourages open communication and mutual respect.

• Problem-Posing Education

In this strategy, teachers present real-life problems or social issues rather than simply delivering ready-made information. Students analyze the problem, discuss its causes and consequences, and try to find possible solutions. This approach contrasts with the traditional “banking model” of education where knowledge is deposited into students. Problem-posing education encourages learners to become active participants in knowledge construction and helps them understand the relevance of education to real-world situations.

• Critical Reflection

Critical reflection involves thinking deeply about experiences, beliefs, and social realities. Students examine how knowledge is formed and how social, cultural, and political factors influence it. Through reflection activities such as journals, discussions, and self-assessment, learners become aware of biases, inequalities, and assumptions present in society. This process helps students develop a critical consciousness and encourages them to question unfair practices or systems.

• Collaborative Learning

Collaborative learning encourages students to work together in groups to discuss ideas, solve problems, and complete tasks. Group discussions, debates, projects, and peer teaching allow students to learn from each other’s perspectives. This strategy promotes cooperation, respect for diverse opinions, and shared responsibility for learning. It also helps students develop communication and social skills while building knowledge collectively.

• Questioning Dominant Narratives

This strategy encourages students to critically examine commonly accepted beliefs, traditional viewpoints, and dominant narratives found in textbooks, media, or society. Students learn to ask questions such as: Who created this knowledge? Whose voices are included or excluded? What perspectives are missing? By analyzing different viewpoints, learners develop the ability to think independently and avoid accepting information without critical examination.

• Linking Theory with Real Life

Critical pedagogy emphasizes the connection between classroom learning and real-life experiences. Teachers relate theoretical concepts to students’ daily lives, community issues, and social realities. When learners see the relevance of knowledge to their own experiences, learning becomes more meaningful and engaging. This approach also helps students understand how academic knowledge can be used to address real-world problems.

• Student Voice and Participation

In critical pedagogy, students are given opportunities to express their ideas, opinions, and experiences freely. They participate actively in classroom discussions, decision-making processes, and learning activities. Encouraging student voice helps create a democratic classroom environment where learners feel respected and valued. This participation increases students’ confidence, motivation, and sense of responsibility for their own learning.

• Inquiry and Investigation

This strategy involves encouraging students to explore topics through questioning, research, and investigation. Learners collect information, analyze evidence, and form their own conclusions. Inquiry-based activities such as projects, case studies, and field investigations help students develop analytical thinking and problem-solving skills. Instead of memorizing facts, students actively engage in the process of discovering knowledge.

• Use of Real-World Issues

Teachers use current social, environmental, economic, or political issues as learning resources. Discussing real-world issues helps students understand how knowledge relates to society. It also develops awareness of global and local problems such as environmental degradation, public health challenges, and social inequalities. Through such discussions, students learn to analyze complex issues and consider responsible actions.

•  Action-Oriented Learning (Praxis)

Critical pedagogy emphasizes the integration of reflection and action, often referred to as praxis. After analyzing a problem or issue, students are encouraged to take meaningful actions such as community awareness programs, campaigns, or social initiatives. This strategy helps learners understand that education is not only about gaining knowledge but also about bringing positive change in society.

 Issue based Education or Problem Based Education:

Issue based education is an important aspect of critical pedagogy. Three pillars of Kerala curricular framework KCF 2007 are 1. Social constructivism 2. Critical pedagogy and 3.Issue based education.

The present curriculum of Kerala is based on the ideas of critical pedagogy. Curriculum is entered around 8 issues that are rooted in Kerala culture.

The eight issues are

· Absence of vision as a universal citizen.

· Lack of work competency development.

· Lack of understanding of cultural heritage and its independent development.

· Absence of considering agriculture as a culture.

· Lack of scientific attitude on health and public health.

· Lack of concern for the marginalised sections of the society.

· Lack of scientific land and water management.

· Lack of eco friendly industrial and urban development.

Classroom teaching is centred on any one of the 8 issues or problems. Each issue is broken down into sub issues or minor problems and learners are made conscious of these problems by using different strategies. Students critically analyse or reflect on these problems and make decisions or solutions to solve these problems. Issue based learning helps to develop a good democratic society.

Common features or relationship between constructivism and critical pedagogy

· Students are actively engaged in the learning process. No importance to rote memory and banking concept.

· Real life experience is or problems are used in class teaching.

· Close interaction and discussion among students and students and teachers.

· Knowledge depends upon previous knowledge of the learner.

· Both focus on critical reflection, i.e., finding out the truth and applying it to future situations.