Critical Pedagogy evolved under the influence educator, Paulo Freire (Morgan, 1997). Freire, like Dewey and Montessori, refuted the theoretical underpinnings of didactic pedagogy. He condemned the banking model of education where students only received information and knowledge from the teacher. As a result, he proposed a pedagogy that liberated rather than conformed where education was viewed as a student-centred problem-posing process, in which learning emerges through a collaborative teacher-student environment (Morgan, 1997). For Freire, reading and writing skills were facilitated by the exploration of the causes and effects of learners lived realities and the potential tools for social transformation (Lewison, Flint & Van Sluys, 2002).
…show more content…
Critical pedagogy is similar to authentic pedagogy in its constructivism and student-centred learning but differs in that it empowers students and teachers to recognise hegemony tendencies where they construct conscious social justice and connect their knowledge to take action and create change (Comber, Thomson & Wells, 2001). Critical literacy involves the exploration of multiple perspectives on a topic that has been applied in the classroom such as reading different versions of the same topic, reading the story that reveals varying points of view, discussing the perspectives of people with different cultural backgrounds or identifying the voices in a text (Kalantzis & Cope, 2012). As, the role of the teacher in didactic pedagogy is to take centre stage, whilst the role of the teacher in authentic pedagogy is to guide, the role of the teacher in critical pedagogy is to strategically mediate and scaffold students learning experiences, which creates a balance between didactic and authentic pedagogy (Leonard & McLaren, 2002). Educators need to explain to students what critical literacy is and how it works. Demonstrate the strategy using, think aloud, read aloud, role-plays, debates, rewriting texts from a different angle, looking at picture books on social issues, raising critical questions, or using new technology (blogs/twitter) (Kalantzis
Critical pedagogy is similar to authentic pedagogy in its constructivism and student-centred learning but differs in that it empowers students and teachers to recognise hegemony tendencies where they construct conscious social justice and connect their knowledge to take action and create change (Comber, Thomson & Wells, 2001). Critical literacy involves the exploration of multiple perspectives on a topic that has been applied in the classroom such as reading different versions of the same topic, reading the story that reveals varying points of view, discussing the perspectives of people with different cultural backgrounds or identifying the voices in a text (Kalantzis & Cope, 2012). As, the role of the teacher in didactic pedagogy is to take centre stage, whilst the role of the teacher in authentic pedagogy is to guide, the role of the teacher in critical pedagogy is to strategically mediate and scaffold students learning experiences, which creates a balance between didactic and authentic pedagogy (Leonard & McLaren, 2002). Educators need to explain to students what critical literacy is and how it works. Demonstrate the strategy using, think aloud, read aloud, role-plays, debates, rewriting texts from a different angle, looking at picture books on social issues, raising critical questions, or using new technology (blogs/twitter) (Kalantzis