Abstract
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. Critical pedagogy can be applied in all faculties and subjects like music, economics, mathematics, sociology, political science, English language teaching, English literature teaching, and so on. Teachers also must be qualified with the critical pedagogy approach. They must be confident with the knowledge and skills for applying Freire’s methods of teaching effectively in the classroom. They must be critical thinkers, self-reflective, culturally conscious for the pedagogical situation to enhance students’ understanding of the world.
 The major purpose of this review is to point out the effectiveness of critical pedagogy in education and in general. After teachers’ role in critical pedagogy, knowledge of the language and of the world, consciousness or ‘conscientization’, power resistance, value judgments, perception of reality and truth, empowerment, transformation, decision making skills, critical thinking, skepticism, negotiation, problem posing and solving, and many other aspects of learning in critical pedagogy are explained in this review paper.
Highlights
The Brazilian educationalist Paulo Freire founded and contributed to both the theoretical and practical development of his concept critical pedagogy
The major purpose of this review is to point out the effectiveness of critical pedagogy in education and in general
Critical pedagogues share an end of academic success for each student, demonstrated in the preparation and experience of children to be active citizens in a fully democratic society
Summary
The Brazilian educationalist Paulo Freire founded and contributed to both the theoretical and practical development of his concept critical pedagogy. He discussed about critical consciousness, conscientizacao, a consciousness beyond understanding which leads to action (Freire, 1970). McLaren defines the term as, critical pedagogy is a way of thinking about, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the institutional structure of the school, and the social and material relations of www.ijell.com e-ISSN: 2582-3574 p-ISSN: 2582-4406. Shor describes critical thinking as ”Habits of thought, reading, writing, and speaking which go beneath surface meaning, ...” (Shor in Rexhepi & Alberto Torress, 2011)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
