Revisiting the Tenets of Critical Pedagogy in Postmethod Pedagogy to Highlight the Concept of Intellectualism

Ebrahim Fakhri Alamdari,Siavash Zokaeieh

doi:10.7575/aiac.ijalel.v.7n.3p.214

Abstract

Postmethod pedagogy and critical pedagogy have influential roles in education and language teaching. A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, however, they may not be entirely aware of the oppositional intention and dynamicity of this model. This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches. Furthermore, some criticisms towards critical pedagogy and postmethod pedagogy are brought into consideration for better understanding of the relevance and the weaknesses. It is hoped that by bringing these two notions, teachers especially those who wish to use postmethod pedagogy in their setting become more aware of the intellectual priorities of critical pedagogy and postmethod pedagogy such as moving from banking model of education, absence of bias and deviation from predetermined and fixed frameworks in the classrooms.

Highlights

A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, they may not be entirely aware of the oppositional intention and dynamicity of this model
This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches
One of the main endeavors in critical language studies is done by Paulo Freire (1970) who is well-known for his critical pedagogy (CP)

Summary

INTRODUCTION

One of the main endeavors in critical language studies is done by Paulo Freire (1970) who is well-known for his critical pedagogy (CP). Realize that this field considers the macro-level theoretical concepts and the micro-level pedagogical precepts Another newly developed revolutionary approach to education is the postmethod pedagogy ( PP). The concept of PP is not a single theoretical assumption, but a guide line at macro levels for teachers and practitioners to abolish the method fetishism This notion is quite new in the realm of language related studies. Postmethod pedagogy needs open minded practitioners with involved intellectual level to obtain the signified concepts such as alternative to method, teachers’ autonomy and principled pragmatism in accordance to local needs, wants and constraints (Kumaravadivelu, 1994; Hashemi, 2011). Some of these criticisms might consider CP and PP from the static point of view and from the lens of banking model of education or method- based perspectives

Objectives and Significance of the Study

CONCLUSION