Abstract
<p>Critical pedagogy (CP) is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 99 Iranian EFL teachers teaching at different institutes in Shiraz. The reliability and validity of the questionnaire were recalculated. As far as the validity of the scale was concerned, it was established through factor analysis and the reliability of the questionnaire was checked through Cronbach’s alpha. Statistical procedures, namely, descriptive statistics, independent samples <em>t-</em>test, and two-way ANOVA were applied. The findings of the study revealed that the EFL teachers mostly agree with the application of critical pedagogy. No significant difference was found between novice and experienced teachers' attitudes towards the principles of critical pedagogy. Furthermore, the results indicated that there was no significant relationship between teacher's academic experience and their views regarding critical pedagogy. However, as their teaching experience increased, they developed positive attitudes towards CP.</p>
Highlights
In education, critical pedagogy can increase social awareness in teachers and learners, both quantitatively and qualitatively
The results indicated that there was no significant relationship between teacher's academic experience and their views regarding critical pedagogy
(1) It seems that EFL teachers have neither positive nor negative attitudes towards the principles of critical pedagogy
Summary
Critical pedagogy can increase social awareness in teachers and learners, both quantitatively and qualitatively. McLaren (2003) defines critical pedagogy as “a way of thinking about, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the institutional structures of the school, and the social and material relations of the wider community, society, and nation-state” Based on the studies done by Alibakhshi & Rezaei Mezajin (2013), CP “requires a democratic classroom environment, where students’ viewpoints are highlighted through discussion and there is shared power and dialogue among teachers and students”. It creates conditions for the empowerment of learners and prevents their marginalization (Aliakbari & Faraji, 2011). Learning is not confined to classrooms, but it extends beyond the classroom environment (Benites, 2012)
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