Critical Pedagogy Summary (Zach)
Zach Millward – Geena Dhaliwal – Jacob Bigham
According to Katz (2014), critical pedagogy’s primary purpose is to transform society into one that is more socially just. (p. 13) However, it seems somewhat difficult in practice even if teachers are willing to risk implementing transformative over reformative lessons in their classrooms. Many teachers try to teach students how to be critical thinkers and how to question two sides of an issue, but are hesitant to build questions critical of the curriculum itself into lessons. (p. 14) While being cognizant of who is writing the curriculum in higher political circles, some teachers appear to be unwilling to pass this awareness on to students. (p. 16)
In this case study, there was a small sample size from a high socioeconomic status school so the author admits that the findings may not be representative of teachers more broadly. Despite this, one may infer from the results that teachers are not willing to risk exposing students to needlessly – in the teachers’ opinions – challenge the status quo in favour of transformative social change. This stems from a preoccupation with practice having a higher perceived importance than theory in the classroom (p. 17), and it is also where critical pedagogy seems most incongruous. Because critical pedagogy strives not to be dogmatic in nature one finds the theory and practice difficult to reconcile in the classroom. Instead, teachers try to give students the tools to make change themselves rather than attempt to instill a revolutionary attitude into lessons. (p. 18)
Source: Katz, L. (2014) Teachers’ Reflections on Critical Pedagogy in the Classroom. Retrieved from https://escholarship.org/uc/item/2c6968hc
The image drawn represents how critical pedagogy strives to be useful in both theory and in practice in the classroom, but they remain two separate entities. The classroom is represented by the tree foliage, as there is often crossover of the two “trunks” but they never quite become one. The foliage is also representative of knowledge blooming in the class being supported by the two pillars of critical pedagogy. The spyglass represents teachers reflecting on this idea and attempting to reconcile theory and practice harmoniously.
Webber / Questioner: (Jacob)
–What makes a teacher a critical pedagogue?
What makes a teacher a critical pedagogue does not have one simple definition. I think a teachers ability to challenge the status quo and do so while staying with the realm of acceptable teaching practices is a huge component of what makes a critical pedagogue. A critical pedagogue must thrive in academic conversation and be able to get along with students on a personal level. Knowing about each student’s culture and language what socio- economic studies they are from and how this applies to the experience in the classroom. The ability to know a student is wrong but be able to guide that conversation in a way that brings that student to a point of recreation of knowledge leading them to a correct understanding of the topic. Being a critical pedagogue means teaching to the point that students are pursuing activism in subjects they are passionate about. Knowledge should be created and recreated in the classroom. That statement brings out what it means to be pedagogues, exploring subjects for multiple points of view and not being afraid to think against the norm.
–Is it acceptable to challenge the status quo in the classroom?
An initial reaction to this question would be ‘yes of course.. why not?’ But when serious consideration is given to this thought, things become a lot more complicated. I would say bringing attention and setting a standard of status quo would be acceptable. From there I think introducing students to both sides of the status quo would be a good way to see what side studentstrend to. Just as in any subject it is important to teach both sides of the story. The article mentions using education as a tool for social justice and the classroom as a model of democracy. Does this mean challenging status quo, not necessarily but it might bring students the right information where they can critically examine their thoughts on status quo and on what side of it they stand. Challenging the status quo in the classroom has its place as long as the teacher is challenging both sides of the status.