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The prevailing Indian education system and practice seems to encompass autocracy masked with democracy which prevails in the contemporary educational organizations. As a result, oppression and dominance continue at every levels of education. Thus, we require education for democracy which can contribute to a more democratic individual and society. Democratic education that is fostering critical thinking, can contribute to a more democratic society where each and every person has value, dignity, freedom, and a voice in society and the power imbalance existing at all levels of inter-personal relations in education can be definitely overcome. In the present study, a qualitative approach was followed to understand how student-teachers of B. Ed. colleges make sense of Freirean pedagogy and philosophy of education and how it influences their ideas about critical and liberating education. It was based on the participants’ lived experiences of oppression in Indian society and system of education in India and their perceived meaning and essence of Freire’s theory of ‘pedagogy of the oppressed’ in the present day context. The research study used the empirical, transcendental phenomenological method. The intervention program of 24 hours was followed by focus group interviews for 6 hours at the same college with 15 B. Ed. student-teachers of a private aided college of education. Major theme emerged from the data namely ‘Effects of oppression in Indian education’. This research paper emphasizes relevance of Freirean critical literacy in Indian pedagogic culture and his critical pedagogy to Indian classroom situation and discusses effects of oppression in Indian education to promote a culture of critical and independent thinking among students for social change and democracy.
2022 •
My article 'Battle for Minds. Elements of Critical Pedagogy' was published on the Analele Universitatii din Craiova, Seria Filosofie, nr. 49 (1/2022), pp. 129–144. The printed format of this essay can be consulted on the website address: https://cis01.central.ucv.ro/analele_universitatii/filosofie/ In my study, I concentrate my attention on some aspects of Freire’s thought on pedagogy. I analyse some aspects of Freire’s opposition between his model of pedagogy and the banking model of education, i.e. the oppressor pedagogy: the bank education’s goal is to establish and conserve a hierarchical society; the problem-posing education aims to establish an egalitarian society and eliminate oppression forms. The concepts of anthropology which underlie the two pedagogical systems are quite different from each other: bank education views individuals as complete entities, i.e., as entities whose essence is given once and for all, whereas problem-posing education sees individuals as self-transcending entities and thus as entities who develop and change in history. I then analyse Freire’s investigation on the mechanism of internalisation: internalisation is the process through which oppressed individuals are transformed into entities mentally directed by the oppressors. It corresponds to the complete assimilation of the mind of the oppressed to the mind of the oppressor. The oppressed are therewith transformed into replicas of the ideology of the oppressors. The text of Freire which I use for my investigation is Pedagogy of the oppressed. Keywords: Freire, critical pedagogy, banking model of education, autonomy, internalisation, freedom.
Facta Universitatis, Series: Teaching, Learning and Teacher Education
Critical Pedagogy - Movement for Students Voice, Teacher′S Authority and Equality in Education2018 •
Journal of Pedagogy
Critical pedagogy in practice: A case study from Kerala, India2018 •
Analysing teaching-practice offers an opportunity to answer questions like what is critical to making a pedagogy democratic, what are the factors that support a teacher to be critical in her teaching? Or what restricts the teacher in being critical in her work? This paper seeks to address some of these questions by presenting the findings of an investigation into the practice of teachers who are committed to the idea of critical pedagogy. The scope of the study is limited to understanding the critical aspects that are related to the teacher's work within the classroom. The paper analyses the theoretical arguments that are relevant to critical pedagogy in relation to teachers' practices as they emerged during the study. The study, conducted in the South Indian state of Kerala, reveals that teacher subjectivity and schooling situations interact in a dialectical fashion to shape the nature of classroom teaching. The political subjectivity of the teachers, shaped by their close interaction with the Kerala Science Literature Movement (KSSP) makes their pedagogy critical in nature. On the other hand, the standardized curriculum and mechanically disciplined school environment continuously challenge the teachers' efforts at being critical in their work.
Different approaches to critical literacy have led to educators and researchers on different pedagogies and practices. Critical literacy gives emphasis on understanding and acting upon issues and problems of global world as democratic values. Apart from this general aim of critical literacy, it also aims to active and participatory education through personal and social transformation embodied with real experiences of individuals in educational settings. It is also about becoming social activist and becoming aware of them in the world for reasons which are perhaps sometimes transformative in the sense of being political agent who can be an active citizen. On the contrary, the issue of formal, rule-bounded literacies, critical literacy emphasizes the meaning-making process via texts, media or multi-literacies and lead people to make connection between literacy from different perspectives and people’s lives. In this respect, critical literacy should be implemented in classroom settings to make students critically literate and hopefully take action toward global issues such as injustice, oppression and so on.
The Cambridge Journal of Postcolonial Literary Inquiry
Conscientization in the Indian Classroom: An Experiment in the Critical Learning of Postcolonial LiteratureThe article tells the story of a pedagogical experiment that the author conducted in collaboration with final year master’s students in Kolkata, India. The aim was to “open up the classroom,” adapting Brazilian educator Paolo Freire’s notion of critical pedagogy to an Indian context. The diverse group of students who participated in this experiment had a high degree of political consciousness regarding issues of gender, caste, sexuality, disability, and class due to the university’s history of student activism. Most students had already read a fair amount of postcolonial literature and theory. Postcolonial literature syllabus as it had conventionally been taught would not be able to engage these restive students or be relevant to their lived experiences. The experiment on classroom democratization and collaborative teaching would demonstrate to the future college teacher one kind of interventionist approach for raising student awareness in the Indian classroom.
2021 •
This paper makes a review of inventory and application of critical pedagogy in education sector, in particular, and also in general practices of critical thinking, skepticism, decision making process, etc. Critical pedagogy as a concept originated and developed in academia, for development of critical mind of learners. Education broadens the students’ views of reality. Education is transformative, bringing all kinds of changes in human mind, as well as in the society and the nation. Education makes students critical and skeptical on the issues which are frequent in their daily life. Therefore, all kinds of social, cultural, economical and political issues are solved by critical mind of the learners. Education must be democratic in nature and system. People in power make education system in their own favour, dominating the powerless people. Therefore, education is political. Those who participate in critical pedagogy resist the constraints that those in power impose on them. ...
Much of the literature on critical thinking focuses on the ways in which human beings develop their capacities, through complex cognitive processes and skills, to evaluate or make sense of knowledge and information. This chapter seeks to explore the development of these capacities in relation to the moral, ethical and political dimensions of learning. We invoke the idea of critical thinking as a social practice, which is concerned with the relationship between pedagogical processes, power and oppression. We examine this relationship through the educational approach known as Critical Pedagogy and consider its relevance to higher education today. In essence, this pedagogical approach seeks to connect forms of education with wider political questions by arguing that processes or acts of learning and knowing are themselves inherently political. In this sense we argue that historically the ideal of education as a social good has been bound up with a concept of democratic citizenship. However, we see this ideal as under threat from the contemporary neo-liberal market driven model, which promotes a narrowly instrumental notion of learning.
2020 •
The paper critically evaluates the challenges involved in the contextualiza-tion of critical pedagogy tenets. Although critical pedagogy's chief claim is to enforce an informed and committed praxis, yet it has been criticized as a grand narrative (Daneill, 1999). Daneill criticizes critical pedagogy's overgeneralization of repression, as if all students anywhere in the world are oppressed as well as unaware of oppression. The paper tries to probe the issue whether critical pedagogy can practically be implemented in any given situation. Pedagogy of place theories have been taken into consideration to probe further into multicultural educational needs. In this regard, Pakistani context has been chosen to analyze the implications of applying critical pedagogy to a literature classroom by using the method of grounded theory. The results emphasize that the contextualization of critical pedagogy ideals is very important. This can be achieved by first identifying the nature of oppression in any area and then encouraging teachers to become pedagogues, emancipating students from social and cultural bondage. Teachers who successfully transform themselves into pedagogues can lead students towards some sort of transformation in individual as well as social capacity.
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