STUDENTS' PERCEPTIONS ON CRITICAL PEDAGOGY

AS A METHOD OF STUDENT EMPOWERMENT

A Thesis Submitted to the Department of English EducationIn

Partial Fulfilment for the Master of Education in English

Submitted by
Hari Acharya

Faculty of Education
Tribhuvan University, Kirtipur
Kathmandu, Nepal
2016
 DECLARATION

I, hereby, declare that to the best of knowledge, this thesis is original; and no
part of it was earlier submitted for the candidature of research degree to any
university.

Date:27/11/2016 ...…………

Hari Acharya

2
 RECOMMENDATION FOR ACCEPTANCE

This is certified that Mr. Hari Acharya has prepared this thesis
entitledStudents' Perception on Critical Pedagogy as a Method of Student
Empowerment under my guidance and supervision.

I recommend this thesis for acceptance.

Date:28/11/2016

……………………………
Dr. Anju Giri(Supervisor)
Professor and Chairperson
English and Other Foreign
LanguagesDepartment of English
Education
T.U., Kirtipur, Kathmandu

3
RECOMMENDATION FOR EVALUATION
This dissertation has been recommended for evaluation by the following
Research Guidelines Committee:

Signature

Dr. AnjanaBhattarai …................

Professor and Head (Chairperson)
Department of English Education
Tribhuvan University, Kathmandu, Nepal

Dr. Anju Giri…………… Professor and Chairperson

(Supervisor)
English and Other Foreign Languages Department of English
Education T.U., Kirtipur, Kathmandu

Mr.Raj Narayan Yadav ..................

Reader (Member)
Department of English Education
Tribhuvan University, Kirtipur, Kathmandu

Date:22/08/2016

4
 EVALUATION AND APPROVAL

This dissertation has been recommended for evaluation by the following

Research Guidelines Committee:

Signature

Dr. Ram Ekwal Singh …..................

Reader and Head (Chairperson)
Department of English Education
Tribhuvan University, Kathmandu, Nepal

Chadreshwar Mishra
Professor .................. Department of English
Education (Member)
Tribhuvan University, Kathmandu, Kathmandu

Dr. Anju Giri ...................

ProfessorandChairperson (Supervisor)
English and Other Foreign Languages
Department of English Education
Tribhuvan University, Kathmandu, Nepal

Date: 9/12/2016
DEDICATION

5
My parents who spent their entire life to make me what I am today.

Hari Acharya

6
 ACKNOWLEDGEMENTS

First of all, I would like to express my sincere gratitude to my thesis

supervisorDr. Anju Giri, Professor and Chairperson, English and Other
Foreign Languages Department of English Education who provided me with
continuous guidance, inspiring encouragements, enlightening ideas and
invaluable suggestions for preparing and editing of this thesis. Without
directions, I would not have been able to bring it in this form.My sincere
gratitude goes toDr. Ram Ekwal Singh, Reader and Head, Department of
English Education, for providing me with practical suggestions,
encouragements and co-operation during my study.My sincere gratitude goes
toDr. AnjanaBhattarai, Professor of the Department of English Education, for
providing me with practical suggestions, encouragements and co-operation
during my study.

I would like to express my gratitude to Mr. Raj Narayan Yadav, Reader,

Department of English Education for his suggestions and encouragements.I am
equally grateful to Dr. Purna Bahadur Kandel, Reader, Mr. Bhesa Raj
Pokheral, Lecture,Mr. Resham Acharya, Mr.Khyam Raj Joshi, Mr. Ashok
Sapakota, Mr. Guru Paudel, and Mr. Laxmi Ojha for their invaluable
supports and guidelines of the research for encouragements.

I would like to thank all my research colleagues for their time and perceptions
for the collection of data.I would like to forward my deepest appreciation to my
friends, Dhan Bahadur Khadka,Dev Raj Bhusal,PremBhattarai, Bali Raj
Shahi, Surya Khanal, and Utter Kumar Bhatta for collaborative supports
and encouragements.

Date: 28/11/2016 Hari Acharya

7
 ABSTRACT

This research study entitled Students' Perception on Critical Pedagogy as a

Method of Student Empowermentwas an attempt to find out the perceptions
of master level students on critical pedagogy. I selected thirty students studying
at T.U., Kirtipur through non-random sampling procedure. A set of
questionnaire,consisting of bothclose-ended and open-ended questions,
wasdistributed to the respondents in order to collect their perceptions and roles.
By analyzing and interpreting the primary sources of data students have shown
the positive attitudes towards the critical pedagogy. The key findings of the
study showed that there should be democratic learning environment focusing
humanism and learner autonomy. It helps to develop the dialogue that provides
liberation to the students. The local curriculum helps to meet the needs and
interests of the studentsthat gives emancipation for equity based pedagogy
which seeks to transform the society. Individualization of the study, which is
grounded on learner interest and socio-cultural background, is essential to
empower the learner in linguistic activities.

This study consists of five chapters. Chapter one deals with introduction. It
consists of background of the study, statement of the problem, objective of the
study, research questions, significance of the study, delimitation of the study
and operational definition of the key terms. Similarly, chapter two introduces
the review of the related literature and conceptual framework adopted for the
study. It incorporates detail about study topic. Likewise, chapter three consists
of survey design, population, sampling procedure source of the data and
research tool of the study.Similarly, chapter four consists of results and
discussions, which is known as a crux part for the analysis of the data. Chapter
five incorporates findings, conclusions and implications in the language
classroom.

8
 TABLE OF CONTENTS

Page No.

Declaration
iRecommendation for Acceptance
iiRecommendation for Evaluation
iiiEvaluation and Approval
ivDedication
vAcknowledgements
viAbstract
viiTable of Contents
viii
List of Tables xi
Symbols, Abbreviations and Acronyms xii

CHAPTERONE: INTRODUCTION 1-7

1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Objectives of the Study 5
1.4 Research Questions 5
1.5 Significance of the Study 5
1.6 Delimitations of the Study 6
1.7 Operational Definitions of the Key Terms 6

CHAPTERTWO: REVIEW OF RELATED LITERATURE AND

CONCEPTUALFRAMEWORK 8-28
2.1 Review of the theoretical literature 8
2.1.1 Marxist Humanism 9
2.1.2 Humanism 10
2.1.3 Pedagogy of the Oppressed 10
2.1.4 Critical Pedagogy 11
2.1.5 Pedagogy of Appropriation 15

9
 2.1.6 Role of Teacher in Critical pedagogy 17
2.1.7 Role of Students in Critical Pedagogy 19
2.1.8 Critical Pedagogy in Nepali Perspectives 22
2.2 Review of the Empirical Literature 23
2.3 Implications of the Review for the Study 27
2.4 Conceptual Framework 28

CHAPTER-THREE: METHODS AND PROCEDURES OF

THE STUDY 29-22
3.1 Design of the Study
293.2 Population, Sample and Sampling Strategy
303.3 Research Tools
303.4 Sources of Data
303.5 Data Collection Procedures
313.6 Data Analysis Procedures
313.7 Ethical Considerations
31
CHAPTER- FOUR: ANALYSIS AND INTERPRETATION
OF DATA 33-56
4.1 Analysis of Data and Interpretation of Results 33
4.1.1 Perceptions towards aim of critical pedagogy. 33
4.1.2 Perceptions on humanistic learning. 35
4.1.3 Perceptions on learner empowerment. 36
4.1.4 Perception on critical classroom. 38
4.1.5 Perceptions on curriculum. 39
4.1.6 Perception on textbook and materials. 41
4.1.7 Perceptions on teacher. 42
4.2 Perception on Role of Students 42
4.2.1 Role as an autonomous learner. 44
4.2.2 Role as a reflective learner. 45
4.2.3 Role as a change agent. 46

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 4.2.4 Role as a dialogue creators. 47
4.2.5 Role as negotiators. 48
4.2.6 Role as a critiques. 49
4.2.7 Role asa collaborator. 50
4.3 Responses of the Students Collected from the Open-ended Question 52
CHAPTER-FIVE: FINDINGS, CONCLUSION AND
RECOMMENDATIONS 57-61
5.1 Findings 57
5.2 Conclusion 595.3
Recommendations 60
5.3.1 Policy Related 60
5.32 Practice Related 61
5.3.3Further Research Related 61
REFERENCES
APPENDICES

11
12
 LISTS OF THE TABLE

4.1.1 Perceptions towards aim of critical pedagogy. 34

4.1.2 Perceptions on humanistic learning. 35
4.1.3 Perceptions on learner empowerment. 37
4.1.4 Perception on critical classroom. 58
4.1.5 Perceptions on curriculum. 40
4.1.6 Perception on textbook and materials. 41
4.1.7 Perceptions on teacher. 42
4.2.1 Role as an autonomous learner. 44
4.2.2 Role as a reflective learner. 45
4.2.3 Role as a change agent. 46
4.2.4 Role as a dialogue creators. 47
4.2.5 Role as negotiators. 48
4.2.6 Role as a critiques. 49
4.2.7 Role asa collaborator. 51

13
 LIST OF SYMBOLS, ABBREVIATION AND ACRONYMS

CP : Critical Pedagogy
CUP : Cambridge University Press
Dr. : Doctor ELT
: English Language Teaching
GT : Grammar Translation
ICT : Information Communication Technology
i.e. : that is
M.Ed. : Master of Education
N/No : Number
NELTA : Nepal English Language Teacher Association
OUP : Oxford University Press
P/PP : Page/Pages
PMP : Post Method Pedagogy
Ph.D. : Doctor of Philosophy
Prof : Professor
Regd. : Registration
SA/A : Strongly Agree/Agree
SDA/DA : Strongly Disagree/DisagreeS.N. : Serial
Number
TBLT : Task Based Language Teaching
TESOL : Teaching English Speaker of Other Language
T.U. : Tribhuvan University
UD : Undecided
USA : United States America
Vol : Volume
@ : at
% : Percentage& : And
= : Equal

14
 CHAPTERONE

INTRODUCTION

This research study entitledStudents' Perception on Critical Pedagogy as a

Method of Student Empowermentconsists of five chapters, introduction,
literature review, method, analysis and interpretation, findings, conclusion and
recommendation, dealing with the English language students' perceptions,
attitudes and roles in the English language classroom for active participation in
teaching and learning activities.Teaching and learning is as a child centered and
child friendly process of interaction. There should becritical awareness among
the heterogeneous studentsin multilingual, multicultural, multi-ideological and
multi-political context of Nepal. That brings the concept of localization of the
content and dialogic presentation of the activities between the teacher and
students. This study seeks to explore the perceptions of the ELT students
studying at master level who have conceptualized the critical pedagogy and
going to implement in their teaching profession. The key components of this
chapter have been described in the following section.

1.1 Background of the Study

Language is a social phenomenon by which human beings make social relation

and identity sharing their feeling, ideas, emotion to one another employing
various codes and symbols.Wardhaugh (1998, p.1)puts, "A language is what
members of a particular society speak. When two or more people communicate
that they employ a language." The English language has become one of the
most dominant languages around the world because of the globalization and the
development as lingua franca. Hedge (2008, p.1) states, "Thousands of millions
of people voluntarily attempt to learn English each year for social status
building, economic benefit, scientific, and technological advancement." It has
been used as medium of instruction in different countries around the world as
native language, second language, and foreign language using various

15
approaches, methods, and techniques. Various methods have been developed
and practiced in teaching and learning the English language. From the
pedagogical development of the English language teaching, many methods
have been practised, however, the existed pedagogies were teacher dominated
and taken for granted which are unable to address the heterogeneous students'
variations and diversities.

Anthony (1963, p.65 as cited in Richards and Rodgers, 2010) states, "Method
is the level at which theory is put into practice and particular skills to be taught
the content and the order in which the content will be presented."Pedagogy is
the study of teaching method (Oxford Advanced Learner Dictionary). It deals
with the strategies of an effective teaching and learning. Robert (1998, p.1)
puts,"Pedagogy from the Greekword 'paidagogia', the word means 'to lead the
child', but it is not just about the children. Most simply use it to mean, 'the art
and science of teaching and learning". It deals with 'how do students best
learn?' It is how aspect of teaching rather than what aspect of the teaching.

While pedagogy is most simply conceived of as the study of teaching and

learning, the term critical pedagogy embodies notions of how one teaches, what
is being taught, and how one learns.Critical pedagogy(Giroux, 1997) is one of
fields of English language teaching and learning which deals with the serious,
careful teaching learning activities to address the marginalized, oppressed
group of the students inside the classroom for equal participation and
empowerment.

Freire (1990, p.8) mentions, "Critical pedagogy as pedagogy that addresses the
marginalized young children in education for empowerment and
participation".It addresses each student involvement and his/her socio-cultural
understanding.McLaren (1999, p.1) states, "Critical pedagogy is a way of
thinking about negotiating and transforming the relationship among classroom
teaching, the production of knowledge, the instruction of the school, and the
social and material relationship of the wider community, society, and nation

16
state."Likewise Pennycook (1999) opines,"Critical pedagogy examines the
inequalities those exist within class, race, gender, sexuality, and ethnicity and
how social cultural and power inequalities intersect and interrelate with one
another."One method cannot suit all the context and content to be taught so, the
traditional pedagogies should be questioned to make the classroom interactive
and dialogic for cross-cultural and inter-ideological consideration in a social
milieu.

Critical pedagogy is rooted in class conflict theory of Karl Marx who talks of
the two classes of society oppressors and oppressed. The oppressors always
impose the power, ideology to the oppressed. Likewise, in teaching the English
language, there was linear way of teaching from the teacher to the students
without understanding the students' socio-cultural background in the ancient
time so critical pedagogy introduces the teaching learning as dialogic process
of teacher and students where students frequently question the teacher's
oppression, dominance, and appropriate both learning context and content. It is
thethinking and examining culture and literature by considering the social,
historical, and ideological forces those affect it and make in the way it is.

Teaching pedagogy has long historical background originating from Grammar

Translation (GT) method to Post Method Pedagogy (PMP) at present.
Communicative Language Teaching (CLT) has become one of the much
popular approaches in the language teaching, however, critical pedagogy goes
beyond this method incorporating culture and discourse. Critical pedagogy
emphasizes the study of students' primary culture rather than target language
culture. It aims to explore intercultural differences between home culture and
inter-culture. Critical awareness moves communicative approach to cross-
cultural approaches; from discourse to meta-discourse and explores aesthetic
reflection. Critical awareness focuses on redefining, context sensitive, local
culture specific, decentralized teaching method. It provides an insight for ELT
teachers to conduct action research onethnography of classroom to find out the
real cause of the problem that is rooted in socio-cultural setting and critical

17
awareness to the students for challenging the reality inside and outside the ELT
classroom.

1.2 Statement of the Problem

The English language teaching and learning has become accumulation of the
content as taken for granted and homogenous product without considering
heterogeneity of the learners' socio-cultural and creative thoughts. Language
and culture are interrelated. We cannot separate the language and culture.
Learning language is learning target culture, however, culture is not the sole
matter of consideration. We should deal the matter of macro social phenomena
i.e. society, politics, power, and inequality faced by the diversestudents. To
quote Norton and Toohey (2004, p.4),"Most teachers in language education are
sensitive to cultural and linguisticdiversity among their students but many have
not adequately recognized the extent to which power operates to reinforce
inequalities in both classrooms and communities."

In the English language pedagogy, there are numerous pedagogies which

advocate the dominant roles of the teacher who subjugates the students by
imposing his/her ideology rather than researching the students' heterogeneous
ideologies."Education becomes as an act of depositing in which students are
depositories and the teacher is the depositor"Friere (1993, as cited in Karn,
2011, p.65). An equal socio-cultural, socio-political and meta-discourse
representation of linguistics has become a great matter of consideration to
theEnglish languagestudents. There are few ELT teachers who are practicing
the critical pedagogy, and there are some traditional teachers who are following
the traditional mainstream pedagogy so, this research aims to find out
perceptions, attitudes, and roles of the ELT students for understanding their
dignity, freedom and to be conscious on oppression from the grass-root level. It
deals with the dialogic process of teaching that is emancipatory, inclusive,
equity based pedagogical process. There is not considerable degree of students'
perceptions on knowledge, the English language, the ELT curriculum, the ELT

18
teachers' roles, the teaching learning processin ELT classroom, and the ELT
students are learning without questioning and interaction with the teacher.

1.3 Objectives of the Study

The objectives of this research were as follows:-

 To explore the perceptions of students' on critical pedagogy.

 To list the roles of the students in critical pedagogy.

 To suggest pedagogical implications of the research in the ELT

classroom.

1.4 Research Questions

 What arethe students' perceptions on critical pedagogy?

 What are the roles of students on critical pedagogy?

 What are the pedagogical implications of the research?

1.5 Significance of the Study

This research 'Students' Perception on Critical Pedagogy as a Method of

Student Empowerment'is critical awareness on students assumptions of critical
pedagogy and roles of the students in teaching learning procedures in the
classroom.It issignificant for the ELT students who are learning language in
teacher-fronted classroom to perceive critical pedagogy as their own pedagogy
and their roles in ELT classroomto develop the learner autonomy. For
curriculum designer, it provides critical awareness for content integration. It is
significant for policy maker for inclusive participation in teaching learning. For
the parents, itgives awareness for equal justice in education. It is significant for
ELT textbook writers to adjust critical thoughts on developing the assumptions,
teacher roles, student roles in teaching and learning. Further, it directs the ELT
teachers for making an applicable lesson plan and suitable teaching method

19
those are emancipatory and dialogical. Also, it is significant for ELT trainers
and trainees for understanding ethnographic effect of the students in teaching
learning.

1.6 Delimitations of the Study

The delimitations of this study were as follows:-

 This study was delimited to the perceptions on critical pedagogy

of master level students only.

 It was delimited to the 30 ELT students from T.U.only.

 This study was delimited on cross-sectional survey research

design.

 This research was delimitedon purposive non-random sampling.

 This study wasdelimited on questionnaire as tool of data

collection.

1.7 Operational Definitions of the Key Terms

Critical pedagogy: An equal participatory teaching learning method for all

students' understanding, cross cultural, ideological, political beliefs in the ELT
classroom. It is the child-centered decentralized pedagogy where student
actively raise their voice against the authority and create dialogue for social
construction of the meaning.

Empowerment: An equal participatory and learner centered pedagogy that is

philosophically humanistic, politically democratic, and pedagogically dialogic
for student justice and freedom in language learning. It is a process activating
the students for developing their autonomy in managing the real learning.

Implication:The use of findings of the study in the ELT classroom for

addressing equity based involvement in teaching learning procedures. It is the

20
use of critical pedagogy in the ELT classroom to manage the equity based
learning.

Method: The systematic presentation of the teaching learning activities and

practicing learning experiences. It is the systematic process of engaging,
activating and study procedures in the ELT language classroom.

Perception: It is an understanding of philosophy, nature, assumption, and

realization the motto of critical pedagogy. It is understanding, attitude, and
concept of the master level ELT students on critical pedagogy.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE AND

CONCEPTUAL FRAMEWORK

This section deals review for the theoretical literature, empirical literature,
implication of the study and conceptual framework. The theoretical literature is
an essential part of research which provides the clear guidance and nature for
building the conceptual framework. It bridges the gap by relating the meta
theory of the literature and historical development on the research. To
strengthen the research study and find out the aims, nature, principle of the
research on critical pedagogy for making connection with various variables of
the research, I have review the following related literature.

2.1 Review of Theoretical Literature

This study is concerned with the perceptions of master level students on critical
pedagogy. The term perception is derived from the Latin word 'perceptio' and
'percepere' which means observation. Stanford and Capaldi (1964,p.175) define
perception as, "The process of becoming aware, of extra, of the extra organic
objects or, relations or, the qualities by means of sensory process of and under
the influence of set and of prior experience." Perception develops from
organization of present and past experiences about subject matter. Schiffman
(1990, p.67) mentions the following characteristics of perception:

 Perception is always selective out of the innumerable impressions that fall

on our sense organs, we pickup these that are useful.

 Perception is also a process of supplementing our past experiences to help

us to supply many of the details which we assume to be true.

 Perception is combining or a synthetic activity of combining enables us to

perceive, define patterns of meaningful figures which have some
significance to us.

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 Perception is also an analyzing activity. In this process, we try to cut out
smaller units from larger masses and try to differentiate them. We must,
however, note that both the aspects of analysis and synthesis occur at the
same time.

So, perception is powerful mental realization to make judgment and analysis of

something. It is the behaviors and attitudes towards something how people
think and feel. It is an important factor in language pedagogy to understand the
students to check their likes and dislikes, agreement and disagreement for the
motivations and encouragements to effective language learning activities.

2.1.1 Marxist Humanism

Karl Marx, German philosopher, is one of the humanistic ideologists who

introduced the class analysis and politics in education due to the unequal
distribution of the property and power. There is always conflict between the
two classes of the society i.e. aristocrat and labor class. The rich class of the
people always subjugate the poor class of the people.The labor classes of the
people perceiveclass-consciousness and class solidarity to raise the voice
against the upper class for their justice. Marx opines that there should not be
the class division in the society for the equal power sharing and justice for all
citizens in the nation. All citizens have their inalienable right for the equal
possession of the power and property. There should not be any exploitation in
the society. Marxist Humanism is dedicated to a democratic communism aimed
at a better life for the world’s inhabitants. It talks of the class consciousness to
the oppression and social class conflict for equal non-oppressive society.
Critical thinking about the power, property and oppression are the key
messages of the Marxist humanism. In the similar vein, in ELT teaching
learning there is dominance of the higher authorities i. e. teachers, textbook
writers. The English language teaching and learning should be student
centered; there should not be any interference to the students of their freedom

23
in language learning. There should be balance of powerbetween students and
teacher in teaching learning activities.

2.1.2 Humanism

Humanism is the self-focus and active role seeking theory of psychology. A

person has unique psychological traits and understandings of the world. It
introduces the phenomenological view of the world. It studies the human
meaning, understanding and experience. Humanism is a philosophical
pedagogical approach which believes that learning is personal act to fulfill
one's potential, dignity and freedom. It empowers the learner, and to have
control over learning process. "A central assumption of humanism is that
people act with intentionality and value" (Hewitt, 2001). Every pedagogical
effort should focus on developing the inner world of the learners that is rooted
in his/her psychology, society and culture. The method should provide learner
autonomy. Teacher should play the role of counselor and there should be
partnership relation among teacher and students.

Maslow hierarchy of needs also adds the foundation for the humanistic learning
theory. For humanistic learning, we should research the needs and interest of
the learners for further motivation towards the learning. To fulfill the objectives
of teaching learning, the teacher should know the learner's background either
his/her basic needs have fulfilled or not for teaching learning to take place.

John Dewey's progressivism, a philosophical thought in education, is child-

centered education that addresses the expectation of the students in education.
He puts an activitybased curriculum in the mainstream language teaching i.e.
task based language teaching (TBLT) and advocates the central roleof school in
the improvement of society.

2.1.3 Pedagogy of the Oppressed

Paulo Freire, Brazilian educationist, through his revolutionary book 'Pedagogy

of the Oppressed' opines the oppression in the education by the two classes of

24
people in the society. He has analyzed the class-based society. Pedagogy of the
oppressed is the lived experience of "Critical perception of the world (Freire,
1990, p.17)" which implies a correct method of approaching reality. It has
justified the oppression and liberation through mutual process. There was
banking mode of education for oppression so, students as critique should
understand the oppression and be conscious of their incompletion, and their
attempts should be more fully human. Freire talks of dialogic through which
students make awakening of critical consciousness investigating generative
themes: the various stage of investigation. Anti-dialogic and dialogic are two
oppressing theories of cultural action; the former is as an instrument for
oppression and the latter as an instrument of liberation. The theory of anti-
dialogic action and its characteristics are to conquest, divide, rule, manipulate
cultural invasion and the theory of dialogical action and its characteristics are
unity, organization and cultural synthesis. A new underclass society should
react thoughtfully and positively to the situation. Banking model of education
leads towards democratic proposal of problem posing education process of
transforming cultural voice by solidarity of middle class of people, and struggle
for liberation. Dialogic is epistemological relation focusing individual lived
experience. Pedagogy of the Oppressed moves toward "Critical perception of
the world which implies a correct method of approaching reality grounded on
philosophical anthropology (Freire, 1990)." Freire introduced creative thought
and sensitive consciousness. Humanization and dehumanization both are the
sources for search of incompletion. Banking concept of knowledge is gift
bestowed by those who consider themselves knowledgeable: teacher knows
everything students know nothing. Students should question by conscious
action and reflection.

2.1.4 Critical Pedagogy

Paulo Freire is regarded as the inaugural philosopher of critical pedagogy for his
work on recognizing the relationships among education, politics, imperialism, and
liberation. Critical pedagogy is the process of constant interaction with

25
pedagogue for democratic learning where each student's problem is met and
solved.Feminist pedagogy, is another base after the Freire's pedagogy of the
oppressed, is to separate the pedagogy of female from pedagogy of the
oppressed. Critical pedagogy was developed in Frankford School by critical
theorists, Freire, Mc Laren, Toohey, Lucke, and Giroux. Critical pedagogy is a
philosophy of education that appropriates method in local context i. e. macro
culture in school, micro culture addressing the students' culture to be critically
conscious and transform oneself in learning the English language. For
educational transformation towards the complete democratic society, critical
pedagogy helps to address each voice to be shared equally, examine
criticallyself and society and act upon the diminishing any social injustice.

Canagarajha (1999) has compared the paradigm shift made by CP to

Changing one pairs of coloured spectacles for another for a different

view of the world. It is used to be expected that the new pair of

spectacles will show everything in a different light. This is the shift from

Enlightment to anti- Enlightment philosophies, from modernist to post-

modernist thinking, and from colonial hegemony to post-colonial

resistance (p. 19).

So, it is rethinking of the trends of teaching using ideology, critical thinking

and reflection over domination to establish self in teaching learning process as
a change agent.

Critical pedagogy is an emancipatory pedagogy for the perspective of the

students that overcomes all kind of oppressions in the teaching learning
activities inside the classroom. It is learner empowerment teaching pedagogy.
Freire states that education either functions as an instrument which is used to
facilitate integration of the younger generation into the logic of the present
system and bring about conformity or it becomes the practice of freedom, the

26
means by which men and women deal critically and creatively with reality and
discourse how to participate in the transformation of their world.Regarding the
critical pedagogy, McLaren (2000) writes:

Critical pedagogy constitutes a dialectical and dialogical process that

instantiates a reciprocal exchange between teachers and students and

exchange that engages in the task of reframing, re-functioning, and

reposing the question of understanding itself, bringing into dialectical

relief the structural and relational dimensions of knowledge and its

hydra-headed power/knowledge relations. Revolutionary pedagogy

goes further still. It puts knowledge power relations on a collision course

with their own internal contradictions; such a powerful and often

unbearable collision gives birth not to an epistemological resolution at a

higher level but rather to a provisional glimpse of a new society freed

from the bondage of the past, a vision in which the past reverberates in

the present, standing at once outside the world and beside the world, in a

place of insight where the subject recognizes she is in a world and

subject to it, yet moving through it with the power to name it ectopically

so that hidden meanings can be revealed in the accidental contingencies

of the everyday. Revolutionary pedagogy creates a narrative space set

against the naturalized flow of the everyday, against the daily poetics of

agency, encounter, and conflict, in which subjectivity is constantly

dissolved both to an affirmation of the world through naming it, and an

opposition to the world through unmasking and undoing the practices on

concealment that are latent in the process of naming itself (p. 185).

27
It is not everyday teaching learning process to be followed rather new creativity
when teaching takes place personally and reflectively. It is restructuring of the
centered authority by deconstructing the existed norms, system of education.

Henry Giroux, in his book 'Theory and Resistance in Education' stresses on

revitalization of emancipatory educational debates in the country. He adds the
following characteristics of critical pedagogy:

1. Education must be understood as producing not only knowledge but also

political subjects.
2. Ethics must be seen as a central concern of critical pedagogy.
3. Critical pedagogy needs to focus on the issue of difference in an
ethically challenging and politically transformative way.
4. Critical pedagogy needs a language that allows for competing
solidarities and political vocabularies that do not reduce the issues of
power, justice, struggle, and inequality to a single script, a master
narrative that suppresses the contingent, historical and the everyday as a
serious object of study. This suggests that curriculum knowledge not be
treated as a sacred text but developed as part of an ongoing engagement
with a variety of narratives and traditions that can be re-read and re-
formulated in politically different terms.
5. Critical pedagogy needs to create new forms of knowledge through its
emphasis on breaking down disciplinary boundaries and creating new
spaces where knowledge can be produced.
6. The Enlightenment notion of reason needs to be reformulated within a
critical pedagogy.Reason implicates and is implicated in the intersection
of power, knowledge, and politics.
7. Critical pedagogy needs to regain a sense of alternatives by combining a
language of critique and possibility. Postmodern feminism exemplifies
this in both its critique of patriarchy and its search to construct new
forms of identity and social relations.

28
 8. Critical pedagogy needs to develop a theory of teachers as
transformative intellectuals who occupy specifiable political and social
locations. Critical pedagogy would represent itself as the active
construction rather than transmission of particular ways of life.
9. Central to the notion of critical pedagogy is a politics of voice that
combines a postmodern notion of difference with a feminist emphasis on
the primacy of the political.

The three basic tenets of critical pedagogy, in relation to the English language
teaching and intercultural competence are: (a) reflection over individual's
culture or lived experience, (b) development of the voice through a critical look
at one's world and society, and (c) transforming the society towards equality for
all citizens through active participation in democratic imperatives. There is a
desire to reintroduce education into the reaction of a critically conceptualized
society as educational theory and practice "are grounded in a desire of social
change" (Pennycook, 1999, p.28). Critical pedagogy is a teaching method that
aims to help in challenging and struggling against any form of social
oppression and the related customs and beliefs. It is a form of theory and
practice which serve to let pupils gain a critical awareness. Critical pedagogy is
a type of pedagogy in which criticisms on the established orders and social
criticism are essential. It questions critically in its understanding of the roles
that education have. Education process should be revisited and rethought for
democratic learning.

By the above definition and characteristics, critical pedagogy is personal and

situated learning that is grounded in home culture. It is practiced by negotiation
with constant interaction between teacher and students. Knowledge is not
value-free it is ideological.

2.1.5 Pedagogy of Appropriation

Pedagogy of appropriation deals with the development of appropriate

pedagogical alternatives for the periphery taking hints from the instinctive,

29
untutored, untheorized modes of appropriation students and teacher display in
classroom. The strategies students display while negotiating texts, discourses,
and codes in the classroom provide useful hints for the development of a
critical pedagogy that addresses the specific challenges they confront in
learning the English language. We need to pay careful attention to make
pedagogy appropriate that considers the local learners' lived experiences.

Pennycook (1999) states,"School can be understood as political and cultural

arenas where different cultural, political, ideological and social forms are
always in struggle". "It is a social space where cultures meet, clash and grapple
with each other often in the contexts of highly asymmetrical relations of power
such as colonialism and slavery" (Pratt as cited in Canagarajah,
1999).Canagarajah (1999) adds, "The local classroom should not be conceived
in monolithic terms, because it cannot be fully controlled by the social and
political forces from outside of its walls. There are complex layers of cultures
in the classroom itself which will mediate the alien pedagogies and ideologies.
The local classroom contains many other forms of culturalindigenous values,
students' peers-group culture, and teacher's professional values which will
interact with the dominant ideologies in a complex way." Students should
explore their own culture to view the world of other culture and language.

Kumaravadivelu (2001) states,"As any language pedagogy, to be relevant, must

be sensitive to a particular group of teachers teaching in a particular group of
learners pursuing a particular set of goals within which a particular institutional
context embedded in a particular socio-cultural milieu that is pedagogy of
particularity."The teaching learning is social and contextual adjustment of the
learners in the learning environment for construction of language in constant
interaction with the self and society.

Likewise, Holliday (2010) stresses on situation-specific matter of learning as

the relationship between people in the classroom. Kumaravidavelu (2001)
states the post method condition is the teacher autonomy that addresses the

30
heterogeneous learners in different learning contexts. Critical awareness, thus,
is to make by redefining and rethinking the traditional mainstream pedagogies
by considering the context sensitive, cross-cultural approaches,those bring
learner autonomy.

2.1.6 Roles of Teacher in Critical PedagogyTeacher should encourage a safe

space for teaching and learning, but that also establishes ground rules that
discourage further oppression andsilencing.Richard and Lockhart (2010, p.36).
argue, "Teaching is a very personal ability, and it is not surprising that
individual teacher brings to teaching very different beliefs and assumptions
about what constitutes effective teaching".Helping students establish their level
of comfort with sharing and discussing some of these issues by asking them to
engage in a comfort zone activity on the first day of class is one place to start.
When students disagree, employing the reflective activity will allow students to
get the opportunity to listen to one another when trying to work through some
of these differences. Further consideration is the ways in which they can act as
agents of social change in developing a different vision of schools and society,
one that can reflect.

Critical pedagogy mainly depicts the reproduction of social struggles,

inequities, and power differences, reflecting some of the main aspects of
critical pedagogy classrooms. Critical theory in classroom settings,Giroux,
(1989) and McLaren, (2000) acknowledge the importance of teachers and
students understanding classroom pedagogical practices as a form of
ideological production, where in the classroom reflects discursive formations
and power-knowledge relations, both in schools and in society.Giroux
(1998),Critical theorist, mentions the following roles of critical pedagogue:

 Teachers should construct curricula that draw upon the cultural

resources that students bring with them to the school. This suggests not
only taking the languages, histories, experiences, and voices of the

31
 students seriously, but also integrating what is taught in schools to the
dynamics of everyday life.

 They must be able to critically analyze the ideologies, values, and

interests that inform their role as teachers and the cultural politics they
promote in the classroom. All of their actions presuppose some notions
of what it means to be a citizen and a future society and to the degree
that schools are actively engaged in the production of discourses that
provide others with a sense of identity, community, and possibility, they
must be responsible and reflective about their actions.

 They must be able to analyze their relationship with the larger society in
order to critically apprehend themselves as social agents capable of
recognizing how they might be complicit with forms of oppression and
human suffering. But, they must also have a language of possibility, one
that allows them to think in terms of the not yet, to speak the
representable, to imagine social relations outside of the existing
configuration of power.

 They must be able to understand how power works productively

through the poetics of imagination, that is, they must be able to
distinguish between reality as a fact and existences a possibility. But
such dreams must be forged not in isolation but in solidarity with others.

 We must get away from training teachers to be simply efficient

technicians and practitioners. We need a new vision of what constitutes
educational leadership so that we can educate teachers to think critically,
locate themselves in their own histories, and exercise moral and public
responsibility in their roles as engaged critics and transformative
intellectuals.

Theoretically, critical pedagogy in classroom discourse embodies the practice

of engaging students in the social construction of knowledge, which grounds its

32
pillars on power relations. In utilizing critical pedagogy in the classroom,
teachers must question their own practices in the process to construct
knowledge and why the main knowledge is legitimized by the dominant
culture. "Participants in critical pedagogy classrooms are encouraged to engage
in collective action, founded on the principles of social justice, equality, and
empowerment (McLaren, 2009)." It aims to develop collective action to locate
the roles of teacher and students.

2.1.7 Roles of Students in Critical Pedagogy

"Students arrive in the critical classroom with their individual expectations,

hopes, dreams, diverse backgrounds, and life experiences, including a long
history of previous schooling and educational hegemony (Freire, 1970)."The
students have been taught from early on that to be a "good student" means to
besilent, passive, and acceptance. A good student's primary purpose is to learn
the knowledge the educator imparts in an unquestioning manner. The primary
lesson was to learn obedience to authority.

One common result of this process of naming is that students may awake from
their passivity and begin to question some of their own previously held
assumptions about teaching and learning. It also allows them to see that each
individual within the classroom has had different experiences and holds
different assumptions about teaching and learning.Students should consider
their upbringing, parents, siblings, education, religion, and the values that
inform their beliefs and to draw concentric circles that represent, in essence, the
lens they employ to view the world. Students are then able to use this lens in
describing how they see and interpret information and sources of knowledge.

The rolesof the ELT students in the English language classroom deducted from
Friere (1970), Girux (1997) , Norton and Toohey (2004) are as follows:-

 Experiential learner:- Critical pedagogy is a field of ELT that seeks the

relationship between language learning and social change. It makes the

33
 students experiential learners of the social oppression and taking action
for self and social transformation. The ELT teaching learning process
should address the students' experience, ideology and social value as
they experience in their sociocultural setting.

 Reflective practitioner:- The students thinking should be reflected with

the respect for diverse viewpoints and individual differences,
subjectivity, sensitivity, making judgment on own behaviour and others’
reasoning self-corrective inquiry examining, analyzing and interpreting
from different aspects of any situation or an event.

 Change agents:- The role of students as agents of social change,

according to most critical theorists and experiential educators, students
are not empty vessels, but rather are individuals with lived experience
and knowledge, situated within their own cultural, class, racial,
historical setting. They should explore the hidden curriculum i.e., the
messagesgiven to children not only by school structures but by
textbooks, teachers,and other school resources but also society outside
of the school. When the roles of the students in critical classroom are
considered, the assumptions those are not only will an educator create a
classroom condition that offers students the opportunity to work toward
social change, to have a voice in the educational process, to have the
knowledge and courage to be critical, and to be interested in and
committed to this process, but that students have a responsibility to
critically commit themselves to this process. This affords students the
opportunity to fulfill their prescribed roles as agents of social change.
Students need to receive adequate preparation for functioning within the
critical classroom context. If schools operate in accordance with their
established roles in society. It is quite possible that students may operate
in the same manner.

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 Autonomous learner:- The students should direct their own goal and
develop pace of learning . The learning is the interest of the students and
is to seek to address the curiosity of the learner that is not gained in
teacher directed classroom. It locates the roles of students and the
teacher roles in the teaching learning empowering the students aims and
interests in language learning.

 Cooperator:- School should be the best place for knowledge

construction and place for dialogic representation of own experience.
Student should seek to develop personal intellectual, life skill and
socialization. They should value the other students' perspective rather
perceiving the teacher as source of the knowledge. Interactive,
collaborative, introspective learning should foster for making the
localized material for language learning through the mutual exchange of
opinion and thought between teacher and students.

 Ideological critique:- The student-directed classroom almost always

results in students disagreeing with either fellow students or the teacher
over not only what texts should be read but how they should be read,
and this process of questioning expands to curricular material in its
entirety, as well as course assessment methods, methodology, required
assignments, and all other aspectsof any given course.

 Problem solver:- The students should set the task and interact for
construction of linguistic knowledge, skills and attitudes those are
essential in the daily life action. Language learning should develop the
knowledge for solving problem by creative thinking, reflection and
decision making process.

 Communicator:- The students should follow the think, pair and share
their experience among the friends for developing language skills of
socialization. It develops the good command over language

35
 incorporating their ideology, social value and roles in the language
classroom.

 Critical thinker:- Students need to locate themselves within the critical

classroom in the same way the teacher does, exploring their own
epistemologies and biases. Asking students to write educational
autobiographies to explore their experiences with schools and with
learning represents one starting point to this process. Encouraging
students to share and discuss their auto-biographies allows them an
opportunity to better understand their various subjectivities and the
differing educational experiences of students within the classroom.

Classroom discourse should address the student background and cultural

setting. The learners should view the language learning is the social
transformation, justice and equity. The student should put the multiple voices
for multicultural representation. Student should develop the maxim of
involvement. Learning should be dialogic, participatory and situated in the
classroom. Curriculum, textbook, teacher, material should be critically
examined by the students either it matches their experience, social value or not.

2.1.8Critical Pedagogy in Nepali Perspective

There is paradigm shift in teaching English language i. e. teacher centered

method to learner centered method. It is the revitalization and learner
participation in teaching learning activities. In context ofNepal, educationists
and the ELT experts are in favour of innovative approaches to teaching
learning. There are many attempts to develop the local and socio-cultural
curriculum. To sketch the history of the education and radical changing efforts,
there was anti-gurukul education that provides the freedom to the learners.
Montessori methods, communicative method, task based method, and project
based method are major shift from traditional methods. The knowledge of
indigenous people is another aspect of critical pedagogical shift. Indigenous
integration of intercultural competence has been put in consideration.

36
Revitalization of the gender, race, and ethnicity by making separate
fundamental right in constitution is a good practice of critical pedagogy. The
banking system of education has been over. Students have their life experience
and their own knowledge. These are the key factors in shaping their education
and learning. There is interactional change and relationship with teacher and
students has become friendly. Teacher has different roles as per the nature of
the content and the students' background. Teachers are the change agent from
competition to co-operation, from powerlessness to empowerment, from
conflict to resolution and from prejudice to understanding. There is the view of
multiple textbooks policy and varieties of teaching materials rather than content
centered materials. Evaluation tools should be full of variety. There should be
many alternative questions to address the heterogeneity of the students.
Continuous Assessment System (CAS), portfolio collection, case study, and
action research are the key changing trends in ELT teaching and learning that
empower the learners by addressing diversity, equality and equity.

2.2 Review of Empirical Literature

The numerous researches have been carried out in critical pedagogy in native
language and non-native language contexts. Critical pedagogy was emerged in
colonized countries for overcoming the oppression of the colonization and their
linguistic and cultural colonization. In language teaching pedagogy, it has been
carried out to enhance the learning condition putting the learner in the crux part
of emphasis. The researches as relevant to my study, ''Students' Perception on
Critical Pedagogy as a Method of Student Empowerment', have been reviewed
for my research direction.

Andrade and Morrell (2008) have conducted a research on 'The

Promise of,Moving from Theory to Practice in Urban Schools' states critical

pedagogy is against racial, economic, structural oppression.It focuses on
dialogue instead of one-way transmission of knowledge and empowers
individual and collectives as agent of social change. They have used

37
longitudinal survey research design for three years. This research explores the
classroom intervention of critical pedagogy Oakland- a North California for
three years in secondary level for academic excellence and belief in the practice
of education for individual and collective freedom as social change.

Crooks (2010) has conducted a research on 'The Practicality and Relevancy of

second language critical pedagogy' attempting to find out the practical
usefulness of method. His main focuses were historical tradition, advocacy, and
implication of newer institutional developments, critical EFL, post structural
understanding, material and imaginary (an institutional mode). He has used
historical research design. He has presented a general framework of overall
planning of critical pedagogy. However, his study has not provided specific
model of teaching method in ELT as critical consciousness.

Sharma (2010)in his article 'Criticalizing the pedagogy of English studies: A

Nepalese perspective' argues that the application of theories and methods of

Critical Pedagogy would greatly enhancethe relevance of the discipline,
making it a more intellectually and socially useful practice for the students and
the Nepalese society at large. He discusses how the integration of dialogue and
active engagement of students, in particular, canmake this discipline a better
means forunderstanding other cultures. He proposes the critical pedagogical
means of dialogue and empowerment as two useful alternatives to the
counterproductive traditional pedagogy of the discipline in Nepal.He adds
dialogue as means of critical learning, pedagogy and empowerment, hegemony
versus liberatory education, resistance not rejection for finding solution. He
defines “dialogue” not onlya means of communication among participants of a
conversation, like students and teacher in a class, but more broadly as a means
of multilateral interaction among the learners, teacher, the cultures that the
content represent or express, and the epistemologies of all those
agenciesinvolved in the pedagogical process.He also defines “empowerment”
more broadly than in the cliché of "knowledge as power":in the context of

38
learning from foreign content and culture, the knowledge itself can
bepotentially disempowering ifthe pedagogy being used is uncritical. He
usesthe qualifier “critical” for “pedagogy” to suggest that learners should be
conscious and engaged in thinkingabout the process as well as the contentof
learning.Bhandari (2011) has conducted a research on 'Exploration Common
Expectation of students in large mixed ability classes' attempting to find out
difficulties of large class teaching problem and its solution in the context of
government aided schools and colleges. In order to fulfill objectives of the
study, 100 ten grade students were selected from the five schools of the
Kathmandu valley through purposive non-random sampling procedure. A set of
questionnaire was the research tool for obtaining the data. Major findings of the
study were, students are in favor of small class and they expect different
sections for poor and bright students. Most of the students expected varieties of
teaching strategies and they expected to get an opportunity to speak in the
classroom. Judicious use of mother tongue was another finding of the research.
Collaborative learning was the key weapon for learning that helps teacher to be
a real teacher.

Parajuli and Das (2013)published an article 'Performance of community school

in Nepal: Macro Level Analysis'.The major objective of this paper isto explore
different factors that are responsible for poor performance by public
(community) schools in Nepal. This paper tried to find out the different factors
which contributed for the failure of the community schools by analyzing the
secondary literatures, personal analysis followed by the macro theory of
sociology. Moreover, this paper tried to blend the analysisand interpretation
with the critical pedagogy as put forward by Paulo Freire and Pierre Bourdieu.
They tried to relate the quality issues of community schools with the critical
pedagogy. They tried to see if the quality of community school increased if we
adopt the perspective as shown by critical pedagogy.After thorough review of
secondary literature, analysis through macro perspective under the influence of
critical pedagogy theyfound lack of physical and infrastructures, textbooks,

39
centralized curriculum, monolingual instructional, lack of constructive and
critical pedagogical strategies, poverty and social exclusion are the major
factors contributing for the poor performance incommunity schools.

Leanna (2014) has conducted a research thesis on 'Reflections on Critical

Pedagogy in the Classroom' from a qualitative research study that explores the
experiences of nine high school teachers with some of the common themes in
critical pedagogy. The study considers teachers who may not have explicitly
learned about or applied critical pedagogy in their teaching and investigates
how feasible and desirable they find the common themes in critical pedagogy
to be based on their teaching experiences. These teachers work in a school with
a largely upper-middle class student body, so the issue of applying critical
pedagogy with affluent students adds a dimension of interest to this study.
Through the interviews, three themes emerge most strongly: power/authority
among students and teachers, the political nature of education, and teaching
about social issues in the classroom. Teachers reveal an unwillingness to share
authority with students or make space for students to be experts in the
classroom in a meaningful way. Teachers demonstrate a desire to encourage
students to improve society, but they believe the best way to achieve this is by
teaching critical thinking skills and discussing social issues, allowing students
to develop their own vision for an improved society.This study investigates the
perspective of teachers who do not self-identify as critical pedagogues to get a
sense of the theory’s usefulness for a wider range of teachers, although most
critical pedagogy research focuses on students of lower socio-economic status.

Paudel (2014) in his article'Teachers’ Attitudes towards Critical Pedagogy

and its Practice in ELT Classrooms'states that Critical Pedagogy (CP), a mode
of pedagogy, aims to empower learners and provide justice by offering
preferential options and deconstructing authoritative and logo centric tendency
in education. The current study, by using a mixed methodological design
(qualitative and quantitative), illustrates a group of Nepali English language

40
teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in
their classrooms. For this research, a sample, of 10 bachelor level teachers, was
purposively selected from Baitadi and Dadeldhura districts. Five teachers’
classes were observed.Analyzing the data collected through a survey
questionnaire, it was found that all the teachers arein favour of CP in most
cases in ELT. Even if all the teachers were notionally appeared in favor
ofpracticing CP in most of the aspects that were asked to them, quite contrary
to it, observation results of the teachers’ classes revealed that they did not, in
any real sense, embrace CP in their teaching practice. His major findings of the
article were need of use of first language, use of Nenglish, involvement of
students in decision making and incorporation of learners local culture in ELT.
Hence, this study invoked the ELT teachers to embrace CP practically in the
classrooms.

My research entitled 'Students' Perception on Critical Pedagogy as a Method of

Student Empowerment'explores the perceptions of students who are studying
inmaster level at university. I have explored the experience of the students who
have undergone various teaching methodology from lower level to the
university level. It is tofind out the how and why aspect of critical pedagogy in
ELT classroom.

2.3 Implications of the Review of the Study

In my research, very important theoretical and empirical literatures contributed

on the guideline and the direction to choose appropriate topic, objectives,
conceptual framework, method, and data collection tools. Marxist humanism
provided the social class and struggle for freedom of the students in the
classroom and community. Freire's Pedagogy of the Oppressed has contributed
to frame the problem of education system and need of critical pedagogy.
Likewise, Mc Laren's, Gireoux's, Pennycook's work on critical pedagogy, have
provided the theoretical background of this research and practice of the critical
pedagogy. Theoretical literature helped me to develop philosophical

41
background of my research. The empirical researches, Crooks article helped me
to develop the topic, Andrade helped me to choose research design,
Bhandari'sthesis helped me to construct tools, Lenna'sthesis helped me to
develop open-ended tools, Parajuli and Das's article helped me to choose
population, Paudel's article helped to develop statement of the problem,
Sharma's article helped me to develop conceptual framework. The theoretical
and empirical literature reviews provided me new direction of this research. It
helped me to make my research novel.

2.4 Conceptual Framework

It is the representation of various variables of the research those are

reviewedand linked in my research study. The perception variables and role
variables have been presented in the following diagram.

ELT Students' Perceptions and Roles on Critical Pedagogy

Perception Role

 Aim of CP  Autonomous learner

 Humanism  Reflective learner
 Empowerment  Change agents
 Critical classroom  Dialogue creator
 Curriculum  Negotiator
 Textbook and Materials  Critique
 Teacher  Collaborator

Pedagogical Implications in ELT Classroom

42
 CHAPTER THREE METHODS AND PROCEDURES OF
THESTUDY

3.1 Design of the Study

Design of the study is the concrete guideline for the data collection, analysis
and interpretation parallel with the research topic, statement of problem and
objectives of the study. This study is descriptive research. Creswell (2010)
states:

Survey research designs are procedures in quantitative research in

which investigator administer a survey to a sample or to the

whole population of people to describe attitudes, opinions,

behaviors or characteristics of the population. Survey is a form of

quantitative research design which analyzes status quo, trends of

the programme using questionnaire and interview (p.376).

Similarly, Nunan (1993, p.140) states, "The main purpose of survey is

generally to obtain a Snap-shot of conditions, attitudes and events at a single
point of time." Longitudinal survey research is the study of attitudinal change
over point of time whereas cross-sectional survey research which collects data
at one point in time for measuring current attitudes and practices. Attitudes and
practice, national assessment, group comparison, community needs and
programme evaluation are the types of cross-sectional survey research. I have
collected the attitudes, opinions, and roles of ELT students on critical
pedagogy. The objectives of this research design are to find out attitudes,
explore ELT students' roles and suggest some pedagogical implication in ELT
classroom. Data have been collected through close-ended and open-ended
questionnaires. Nunan (1993, p. 140) suggests the following steps

Step 1: Defining objectives

43
Step 2: Identify target population
Step 3: Literature review
Step 4: Determine sample
Step 5: Identify survey instruction
Step 6: Design survey procedures
Step 7: Identify analytical procedures
Step 8: Determine reporting procedures
Step 9: Conclude the reporting

3.2 Population, Sample and Sampling Strategy

In this research, to find out the perceptionsand roles of students on critical

pedagogy, the students studying in M.Ed. fourth semester were the population.
The sample of this research was 30 ELTstudents. I have used purposive non-
random sampling for selecting 30 students studying in master level at T.U.,
Kirtipur.

3.3 Research Tools

A set of questionnaire was used as a main tool for data collection in this
research. A set of close and open-ended questions wasdistributed to the
selected respondents in order to find out the perceptions and their roles on
critical pedagogy in ELT classroom.

3.4 Sources of Data

Data are the raw materials for research through which perceptions and roles of
the participants to becollected, interpreted and generalized. Both primary and
secondary sources of data are essential in research for firsthand and second
hand information of the researchtopic.

3.4.1 Primary Source

The primary sources of this research were the master level English students
who had completed the ELT course at Tribhuvan University, Kirtipur.The
44
students were the practitioner of the critical pedagogy in their professional
journey. Thirty students were the sample of this research. A set of
questionnaire was given to the participants to obtain their perceptions and roles
on critical pedagogy as a primary source of the data.Out of the thirty students
thirteen were girls and seventeen were boys. The questionnaire had been
distributed, collected, analyzed, and interpreted

3.4.2 Secondary Sources

For secondary sources of data in this research, I have used books, articles,
journals on critical pedagogies. Marx's Capital, Freire's pedagogy of the
oppressed, McLaren, Canagarajah, Toohey, Giroux's, Crooks view on critical
pedagogy have been reviewed and analyzed for my research.

3.5 Data Collection Procedures

Data were collected through individual distribution of the questionnaire to the

participants by developing consent letter, participants information statement,
participants consent form, providing clear direction, being consistent with the
objectives. Time and direction wereprovided in the questionnaire.

3.6 Data Analysis and Interpretations Procedures

Data were analyzed with the help of quantitative and qualitative tools of
research i.e. table, percentage,mean. Interpretation was made by critical
reflection on the trend of the data and rethinking perceptions. The students'
perceptions were presented thematically using descriptive tools.

3.7 Ethical Considerations

For the disciplinary awareness, the researcher should follow sound ethical code
of conduct to make research as research. To fulfill my research, I have
considered the following ethics:

i. Approval from the higher authority.

45
 ii. Clarifying the purpose of the research.
iii. Sound rapport with the respondents.
iv. Citation and acknowledgement.
v. Confidentiality to the participants.
vi. Not manipulating data, andomitting negative findings.
vii. Data analyzing by no prejudice on controlling age, gender, race.

46
 CHAPTER FOUR
ANALYSIS AND INTERPRETATION OF DATA

This chapter mainly concerns with the analysis and interpretations of the data.
Data collected from the participants through the questionnaires, were analyzed
and interpreted to explore the master level students' perception on critical
pedagogy.While carrying out the research, I collected required data from thirty
respondents. In this study, respondents were selected by using purposive non-
random sampling procedures. The questionnaire wasused as a main tool of data
collection in which both close-ended and open-ended questions were used. The
students responded accordingly, too.

4.1 Analysis and Interpretationsof the data collected from close-ended

questionnaire

Under this heading, the responses of the students regarding the perceptions and
roles on critical pedagogy have been analyzed. The students were provided
questionnaire having 40 close-ended and 5 open-ended questions. The
responses collected from the students have been analyzed and interpreted
descriptively using tables. These responses of the students have first been
tabulated with the percentage and then calculated mean,using the Likert scale
of attitudes, of the statement to find out the positive and negative perception for
effective analysis and interpretation. The mean indicates the positive and
negative attitudes on the assumption of the parameter given where the mean
below than 2 shows negative attitudes, 3shows the neutral response and 4-5
show the positive attitudes on the statements. Those responses have been
showed in the holistic waysas follows:

4.1.1 Perceptions towards aim of critical pedagogy.

I attempted to explore the students' perception towards the aims of critical

pedagogy in the following three items. They all responded differently in the
parameters given in the questionnaire in the following table:

47
Table 1: Perceptions towards aim of critical pedagogy

Responses
S.N. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N % N% N% N % N% N % N %
1 The aim of critical pedagogy is to 21 70 7 23.3 28 93.3 2 6.7 - - - - - - 4.6
provide democratic learning
environment for inclusion and
empowerment.
2 Critical pedagogy eradicates all forms 5 16.7 22 73.3 27 90 2 6.7 1 3.3 - - 1 3.3 4
of oppressions and injustices
3 In the English language pedagogy, 13 43.3 15 50 27 93.3 2 6.7 - - - - - - 4.4
learners' experiences should be
incorporated for the construction of the
reflective knowledge of language and
literature.
Grand mean 4.3

In the above table, three statements related to the aim of critical pedagogy were
presented with the number of participant, percentage and mean value. In the
first item,related to the democratic learning environment, 93.3% respondents
agreed (70% strongly agreed, 23.3%agreed) whereas 6.7% respondents
undecided. There werenot any responses on disagree parameter. The mean
value of that statement was 4.6 that shows positive attitude towards the
democratic learning environment. These responses show majority of the
students were in favour of democratic environment in the classroom for active
participation in learning and only two participants showed neutral view. They
show neutral position because of the lack of principle of critical pedagogy.

In item no two, related to the oppression and injustice, 90% students agreed
(16.7% strongly agreed and 66.3% agreed), 6.7% undecided and 3.3%
disagreed. The mean of the statement was 4 that shows positive attitudes on the
statement. There were not any responses on strongly disagree scale. It clearly
shows that majority of the students were in favour of critical pedagogy and
minority were in doubt on the nature of critical pedagogy.

48
In item no three, related to the learner experience in language learning, 93.3%
respondents agreed (13% strongly agreed and 15% agreed),6.7% undecided.
However, there were not any responses in disagree scale. The mean was 4.4
that show positive attitudes of the students. It clearly shows that students were
in favour of reflective experience in language learning classroom. The grand
mean 4.3,about aim of critical pedagogy in three thematic statements of the
thirty respondents, showed the positive response on aim of the pedagogy in
language learning. The minority of respondents had neutral view.

4.1.2 Perceptions on humanistic learning

In this section, three assumptions were given regarding the humanistic

learning in language classroom for addressing the student dignity,
freedom and potentiality. The informantsresponded accordingly in the
following table.

Table 2: Perceptions on humanistic learning

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N % N % N% N % N% N% N %
4 The active students' involvement in 4 13.3 17 56.7 21 70 7 23.3 1 3.3 1 3.3 2 6.6 3.7
English language classroom is the result
of humanistic approach in teaching.
5 If English teacher provides the freedom 10 33.3 17 56.7 27 90 - - 3 10 - - 3 10 4.1
in interaction, students will play active
roles in language learning.
6 Language learning is process of 10 33.3 16 53.3 26 86.6 3 10 1 3.3 - - 1 3.3 4.1
developing individual potentiality and
dignity of the students
Grand mean 4

In the above table, item no 4 showed the student involvement in the classroom
by the humanistic learning environment inside the classroom. In that statement
70% students agreed(13.3% strongly agreed, 56.7% agreed), 23.3% undecided

49
and 6.6% disagreed. The mean of the statement was 3.73 that showed the
positive perception towards the statement.By this result, it can be said that in
language classroom there should be the respect of students ideology and
thinking.

Item no 5dealt with the freedom of interaction, in which 90% respondents

agreed (33.3% strongly agreed, 56.7% agreed), however 10% disagreed to the
statement. Most of responses were on agree scale. The mean was 4.1. There
were not any responses in the neutral section. It clearly showed that in language
learning classroom, freedom should be given to the students.

Item no 6 showed the development of individual potentiality and dignity, in

that, 86.6% respondentsagreed (33.3% strongly agreed, 53.3% agreed), 10%
undecided and 3.3% disagreed to the statement. The mean was 4.1. It shows
that few responses were in favour of the mainstream pedagogy and teacher
controlled classroom.The grand mean was 4 showing the positive attitude
towards the humanistic learning process inside the language classroom. It can
be said that the majority of the students werein favour of child-centered
pedagogies.

4.1.3 Perceptions on learner empowerment

Learning is the active process of changing the behavior of the learner.

Teaching and learning is not possible without the learner empowerment. In
language learning, we should encourage the learner for their self-development.
In this section, three assumptions were given and students were given response
accordingly.

50
 Table 3: Perceptions on learner empowerment

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N %N % N % N % N %N % N %
7 Dialogue between teacher and students 18 60 12 40 30 100 - - - - - - - - 4.6
empowers the students linguistics
competence and performance.
8 Inclusion, equity and diversity management 6 20 19 63.3 25 83.3 5 16.7 - - - - - - 4
of the students is the process of students'
empowerment in language learning inside
the classroom.
9 In language learning, home culture should 3 10 9 30 12 40 9 30 9 30 - - 9 30 3.5
be emphasized rather than introducing
target language culture that is essential for
best teaching and learning.
Grand mean 4

In the above table, item 7 no dealt with the dialogue among the students and
teacher for learner empowerment where 100% responses were in favour of
agree (60% strongly agreed and 40% agreed). However, there were not any
responses on neutral and disagree scale. The mean was 4.6 that shows high
degree of positive attitude towards the dialogue. It definitely reveals that the all
of the students were in favour of dialogue in teaching.

In item no 8, 83.3% respondents agreed (20% strongly agreed, 63.3% agreed),

16.7% were undecided. There were not any responses on disagree sections. The
mean was 4. It can be interpreted that most of the students were advocated the
inclusion in the classroom by addressing diversity and managing equity in the
language learning.

Item no9 was about focus of home culture in language learning in which 40%
respondents agreed (10% strongly agreed, 30% agreed), 30% undecided and
30% disagreed. The mean was 3.5. In this statement,contradiction is seen either
to focus on home culture or to focus target culture in language learning,
however, critical pedagogue advocates that in language learning home culture
should be focused. By the result, it can be said that the some students were

51
clear on the norms of critical pedagogy and some were neutral (they were in
favour of intercultural approach) and some have negative attitude regarding the
home culture of the students. However, the grand mean,4, on the learner
empowerment shows positive attitudes towards dialogue.

4.1.4Perceptions on critical classroom

It is clear that the classroom in critical pedagogy is different from mainstream

pedagogy where students actively interact with the reality of the knowledge
and construct their own philosophy of learning. To perceive the critical
classroom, three items were included, students have responded accordingly.

Table 4: Perceptions on critical classroom

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N% N % N % N % N% N% N %
10 Critical classroom of English is full of 3 10 23 76.7 26 86.7 3 10 - - 1 3.3 1 3.3 3.9
students' interaction where teacher's role
is to make congenial environment
11 In English classroom, the teacher should 10 33.3 17 56.7 27 90 1 3.3 - - 2 6.7 2 6.7 4.1
not impose his/her ideology but the
teacher should explore the students'
ideology.
12 The classroom should be the best place 9 30 16 53.3 25 83.3 3 10 2 6.7 - - 2 6.7 4.2
for the practices of intercultural
understanding and linguistics struggle of
the diverse students.
Grand mean 4

Item No. 10 dealt with interaction in the classroom, where 86.7% respondents
agreed (3% strongly agreed, 23% agreed), 10% undecided, and 3.3% strongly
disagreed. The mean was 3.9. The majority of the respondents agreed it means
language classroom should be full of interaction among students and teacher.

52
In item no 11, 90% respondents agreed (10% strongly agreed, 76.7% agreed),
3.3% undecided, and 6.7% strongly disagreed regarding the rejection of the
teaching ideology and cultivating the students own ideology in the language
classroom. The mean was 4.1 that shows positive responses towards the
friendly classroom discipline.

Item no 12 sought to explore the intercultural understanding in the classroom

where 83.3% students agreed (30% strongly agreed, 53.3% agreed), 10%
neutral, and 6.7% disagreed. The mean was 4.2 that shows positive attitude
regarding the intercultural understanding. It can be said that in language
classroom, intercultural approach should be used for bridging the gap between
students' home culture and target culture. The grand mean regarding the critical
classroom was 4 having positive attitudes. The majority of the students were in
favour of the interaction and intercultural understanding inside the classroom.

4.1.5 Perceptions on curriculum

Curriculum is the main document and roadmap of an institution that helps to

fulfill the objective and provides the expected output. In critical pedagogy, the
local curriculum should be focused to meet the needs and interests of the
learners and society. To take student opinion regarding the curriculum, I have
provided three assumptions and students have responded accordingly.

53
 Table 5: Perceptions on curriculum

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N % N %N % N % N% N% N %
13 The curriculum should be flexible and its 8 26.7 18 60 26 86.7 3 10 1 3.3 - - 1 3.3 4
aim should be critical and creative
individual development, who always
criticizes centralized curriculum and
demands for the local curriculum.
14 The curriculum should be child centered 21 70 9 30 30 100 - - - - - - - - 4.7
to address the interests and the problems
of the learners. It should incorporate
experiences of the learners.
15 Students, classroom, society and culture 4 13.3 12 40 16 53.3 5 16.7 7 23.3 2 6.7 9 30 3.3
are the sources of curriculum so there is
no need of the mainstream curriculum.
Grand mean 4

Item no. 13 was about the flexible curriculum to develop creativity and critical
thinking where 86.7% respondentsagreed (26.7% strongly agreed,60% agreed),
10% undecided, and 3.3% disagreed. The mean was 4. There were not any
responses on strongly disagree scale. It clearly shows that the majority of the
students were in favour of flexible curriculum.

In item no 14, regarding child centered curriculum, 100% respondentsagreed

(70% strongly agreed, 30% agreed). However, in this statement there were not
any responses on neutral and disagree scale. The mean was 4.7. It can be
mentioned that all of the students were in favour of child-centered curriculum.

In item no 15 regarding the opposition of mainstream pedagogy, 53.3%

respondentsagreed (13.3% strongly agreed, 40% agreed), 16.7% undecided,
and 30% disagreed (23.3% disagreed, 6.7% strongly disagreed). The mean was
3.3. It showed the neutral like view either to follow critical pedagogy or to
follow mainstream pedagogy. It was so because lack of practice of critical
pedagogy in the context of Nepal.
54
The grand mean 4, showed the positive perceptions of the students on critical
pedagogy. The students werre in favour of the child-centered and local
curriculum.

4.1.6Perceptions on textbook and materials

Textbook and material should incorporate the local context and availability of
the teaching materials. To take the view of the students, students have given
three statement and they have responded as follows:

Table 6: Perception on textbook and materials

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N% N % N % N % N %N% N %
16 Only textbook materials cannot fulfill 19 63.3 11 37.7 30 100 - - - - - - - - 4.6
the interests and needs of diverse
learners.
17 The textbook always carries the 1 3.3 12 40 13 43.3 7 23.3 9 30 1 3.3 10 33.3 3.3
ideology of higher authority. So
students should not follow as taken for
granted.
18 Curriculum, textbook are the sole 3 10 8 26.7 11 36.7 1 3.3 9 30 9 30 18 60 3.4
material in language teaching.
Grand mean 3.8

In the above table, item no 16 dealtwith the opposition of the sole course book
in which 100% respondentsagreed (63.3% strongly agreed, 36.7% agreed).
There were not any responses on other sections. The mean value of the
statement was 4.6 having high positive degree of attitude. All of the students
were against the dependence on the course book.

Item no 17 showed 43.3% respondentsagreed (3.3% strongly agreed, 40%

agreed), 23.3% undecided, and 33.3% disagreed (3.3% disagreed, 30% strongly
disagreed). The mean value of attitude was 3.3. By this result, there was

55
scattered view on the rejection of the textbook that always carries the centric
ideology and students should not take it as taken for granted.

In item no 18, the 36.7% respondentsagreed (10% strongly agreed, 26.7%

agreed), 3.3% undecided, and 60% disagreed (30% disagreed, 30% strongly
disagreed). The mean was 3.4. It shows that the majority of the students were
against the course book as sole source of language learning.

The grand mean of the three itemswas 3.8 that show positive response about
the textbook and materials to not be used as core materials but supplementary
materials.

4.1.7 Perceptions on teacher

The teacher is the key person in language learning classroom. S/he must create
congenial environment in language learning where students best interact and
actively construct the knowledge. To obtain the perception about the teacher,
the students have given the following response on the statement given.

Table 7: Perceptions on teacher

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N% N % N % N % N % N% N %
19 Most of the traditional and novice 1 3.3 20 66.7 21 70 7 23.3 1 3.3 1 3.3 2 6.6 3.6
teachers take critical pedagogy as
workload and difficult to handle and
prefer to follow usual method in
teaching.
20 Teacher class and ideology affects 5 16.7 24 80 29 96.7 1 3.3 - - - - - - 4.1
language learning. For equity,
inclusion the teacher should consider
about students' social class.
21 It is difficult to the English language 2 6.7 6 20 8 26.7 6 20 14 46.7 2 6.7 16 53.4 3.2
teacher to control learner centered
classroom and he cannot achieve the
objectives of the lesson.
Grand mean 3.6

56
In the above table, itemno 19 showed 70% respondents agreed scale (3.3%
strongly agreed, 66.7% agreed), 23.3% undecided, 6.6% disagreed (3.3%
strongly disagreed, 3.3% strongly disagreed) regarding the trends of using
traditional method and critical pedagogy. The mean value was 3.6. It can be
said that most of the teachers are using the traditional method because of the
workload and less ideas about the critical pedagogy.

In item no 20 about the influence of teacher class and ideology and avoidance
of these value by understanding the students social background, 96.7%
studentsagreed (16.7% strongly agreed, 80% agreed), 3.3% undecided. The
mean value of this statement was 4.1.It can be clearly said that the teacher
shouldunderstand the social background and ideology of the each students.

Item no 21 regarding the duty of teacher to balance the course objectives and
the use of learner centered method, 26.7% respondentsagreed (6.7% strongly
agreed, 20% agreed), 20% undecided, and 53.4% disagreed (46.7% disagreed,
6.7% strongly disagreed). The mean value of this statement was 3.2. It can be
said that the focus should not be given to the completion of the course rather to
develop the socializing aspects of the students.

The grand mean regarding the teacher role in critical pedagogy was 3.6 that
shows that modulation of the teachers roles who were following traditional
pedagogy and shifting towards the critical pedagogy.

4.2 Perceptions on roles of the Students

Students' role is an essential in critical pedagogy as it is their own pedagogy for

meeting the individual needs.Thus, students' perceptions in the following
aspects given, can be presented as follows.

57
4.2.1 Role as an autonomous learner

The pedagogy should develope the self-directed learning. Students best learn if
we provide freedom and responsibility to them. The responses given by the
students in role ofautonomy have been presented in the following table.

Table 8: Role as an autonomous learner

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N% N %N % N % N% N% N%
22 Student should be autonomous in learning 7 23.3 15 50 22 73.3 6 20 1 3.3 1 3.3 2 6.67 3.8
developing own direction and target of
language learning rather to learn what
teacher instructs.
23 Students should develop learner autonomy 7 23.3 21 70 28 93.3 2 6.7 - - - - - - 4.1
for meeting their interests and own paces
of the language learning.
Grand mean 4

In the above table, item no 22 showed learner autonomy as a self-directed

learning where 73.3% respondents agreed (23.3% strongly agreed, 50 %
agreed), 20% undecided, and 6.6 % disagreed (3.3% disagreed, 3.3% strongly
disagreed). The mean value of the statement was 3.8 showing positive
response. The majority of the students showed the students to be autonomous
for managing own learning and strategy for linguistic development.

Item no 23, having 93.3% respondents agreeed (23.3% strongly agreed, 70%
agreed), 6.7% undecided, had 4.1 mean value that showed the positive attitudes
on learner autonomy to quench own interest and pace of learning. The majority
of the students advocated the role of learner autonomy. The grand mean of the
learner autonomy was 4 having positive attitude on learner autonomy.

58
4.2.2 Role as reflective learner

Reflection is one of good technique for self-development so in critical

pedagogy the students should be reflective practitioner for the establishment of
the concrete learning with their experience.

Table 9: Role as reflective learner

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N% N % N % N % N% N% N %
24 Reflection brings the creativity of the 8 26.7 22 73.3 30 100 - - - - - - - - 4.2
students and involves in the language
tasks for the development of literature
and critical thinking..
25 Reflection of the students helps to nurture 4 13.3 19 63.3 23 77.6 5 16.7 2 6.7 - - 2 6.7 3.9
ethnographic representation in the
classroom.
26 The students should observe what 3 10 17 56.7 20 66.7 8 26.7 1 3.3 1 3.3 2 6.6 3.6
happens in the social event and reflect in
the classroom as primary content.
Grand mean 3.9

In item no 24, reflection and creativity, 100% studentsagreed (26.7%

stronglyagreed, 73.3% agreed). There were not any responses in other scale.
The mean was 4.2 having positive perception. It can be said that reflection
should be made by the students to develop their linguistic ability and students
should give their experience in language learning.

In item no 25, reflection and culture, 77.6% studentsagreed (13.3% strongly

agreed, 63.3% agreed), 16.7% undecided, and 6.7% disagree. The mean value
of this statement was 3.9 having positive value. There were not any responses
on strongly disagree scale. It clearly showed, having neutral view too, the
students should reflect their culture the classroom to strengthen their language
comparatively.

59
Item no 26 relates the idea of social event as a primary content in which 66.7%
respondents agreed (10% strongly agreed, 56.7% agreed), 26.7% disagreed,
and 6.7% disagreed. It had 3.6 mean value showing positive perception. It can
be said that the majority of the students are in favour of social event
presentation inthe classroom. The grand mean was 3.9 that tells that the
students should give reflection in language classroom as auto-ethnographer.

4.2.3 Role as a change agent

Learning is the process of changing self and society. So, the learner are the
change agent and they should change the traditional society and trends of
learning. Perceptions of the students as change agent have been shown in the
following table.

Table 10: Role as a change agent

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N % N %N % N % N% N % N %
27 The students should apply the language 6 20 18 60 24 80 5 16.7 1 3.3 - - 1 3.3 4
gained in school in their home and vice
versa.
28 Students should use their linguistic skills 13 43.3 12 40 25 83.3 3 10 2 6.7 - - 2 6.7 4.2
and knowledgein the society for problem
solving, decision making and critical
thinking.
Grand mean 4.1

The item no 27 regarding the change agent by applying knowledge learned in

school for social transformation, 80% respondents agreed (20% strongly
agreed, 60% agreed), 16.7% undecided, and 3.3% disagreed. The mean value
was 4 indicating positive perception. It can be said that the majority students
were in favour of change agent by the application of knowledge in the society.

Item no 28 dealt with linguistic skills for solving problem and decision making,
having 83.3% respondentsagreed (43.3% strongly agreed, 40% agreed), 10%

60
undecided, and 6.7% disagreed that statement had 4.2 mean value. It can be
generalized that the language learner should use their optimum knowledge and
skills for changing the society by analyzing the problem, searching the new
innovative idea for social and linguistic promotion. The grand mean 4.1
showed the students role as change agent of the society.

4.2.4 Role as adialogue creator

Dialogue is the best way of making involvement in learning. The language

classroom should be full of dialogue that gives the liberation to the students.
The responses given by the students in the following items have been presented
in the following table.

Table 11: Role as a dialogue creator

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N% N % N % N % N% N% N%
29 Classroom should be full of dialogue, 4 13.3 14 46.7 18 60 4 13.3 7 23.3 1 3.3 8 26.6 3.4
teacher role should be passive.
30 Dialogue gives liberation to the 5 16.7 20 66.7 25 83.4 2 6.7 3 10 - - 3 10 3.6
learners and they best understand the
content in meaningful way.
Grand mean 3.5

The item no 29 dealing with dialogue and passive role of teacher, 60%
respondents agreed (13.3% strongly agreed, 46.7% agreed), 13.3% neutral, and
26.6% disagreed (23.3% disagreed, 3.3% strongly disagreed). It had 3.4 mean
value. From this, it can be said that the classroom should be full of dialogue but
teacher should not be passive, the teacher should be promoter and facilitator.

The item no 30 dealt with the dialogue and liberation for meaningful learning,
83.4% students agreed (16.7% strongly agreed, 66.7% agreed), 6.7%
undecided, 10% disagreed. It had3.6 mean value that shows the low degree of
positive attitudes. This can be said that the students were not completely in

61
favour of dialogue because of the current trends of learning and their
personality. The grand mean was 3.5 that had low degree of positive argument.
However, the main motto of the critical pedagogy was the dialogic than anti-
dilogic that leads towards the liberation not to the imposition.

4.2.5 Role as a negotiator

Negotiation is a powerful tool for making meaning of the language in a mutual

way so the students should play the role of negotiation with the teacher about
the content and knowledge construction. It the process of posing frequent
question with the teachers. The students' responses have been shown in the
following table.

Table 12: Role as a negotiator

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N % N% N% N % N% N % N %
31 The negotiation should be made between 7 23.3 20 66.7 27 90 3 10 - - - - - - 4.1
teacher and students about the content
and classroom activities.
32 The student should know their role as 6 20 22 73.3 28 93.3 2 6.7 - - - - - - 4.1
primary and teacher's role secondary in
the classroom.
33 The students and teacher discussion 12 40 13 43.3 25 83.3 4 13.3 1 3.3 - - 1 3.3 4.6
brings the real meaning of the literary
texts in the classroom.
Grand mean 4.2

In item no 31, regarding the negotiation between teacher and students, 90%
respondents agreed (23.3% strongly agreed, 66.7% agreed), 10% undecided.
However, there were notany responses in disagree section. The mean value of
the statement was 4.1,which shows positive attitudes. From this, it can be
generalized the majority of the students were in favour negotiation in language
learning.

62
In item no 32, regarding primary role of student in negotiation, 93.3%
respondents agreed (20% strongly agreed, 73.3% agreed), 6.67% undecided.
However, there were not any responses in disagree scales. The mean was 4.1
that shows positive view. Despite some neutral view, the majority of the
respondents were in favour of students dominance in language learning.

Item no 33 showed the discussion between teacher and students for making
meaning of the text and talk, in that item 83.3% respondentsagreed (40%
strongly agreed, 43.3% agreed), 13.3% undecided, and 3.3% disagreed. The
mean value of the item was 4.6 that shows positive value. It can be interpreted
that the majority of the respondents advocated the key role of discussion for
making real meaning of the language and literature.Thegrand mean of the
negotiation was 4.2 that shows the overall acceptance of negotiation. Students
should make negotiation for construction of the real meaning.

4.2.6 Role as a critique

The students, in critical pedagogy, should not take knowledge as taken for
granted rather should criticize the reality. By criticizing, students get the
opportunity to put their view on language learning. It develops the creativity.
The responses given by the respondents have been given in the following table.

Table 13: Role as a critique

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N %N % N % N % N % N%N %
34 The student should reject the strong - - 7 23.3 7 23.3 8 26.7 12 40 3 10 15 50 2.6
discipline of the classroom.
35 The students should not take knowledge 3 10 16 53.3 19 63.3 7 23.3 4 13.3 - - 4 13.3 3.6
of language as taken for granted rather
criticize the reality.
36 The learners should question the existed 3 10 17 56.7 20 66.7 7 23.3 3 10 - - 3 10 3.7
teaching approach and locate their roles
in language learning.
Grand mean 3.3

63
In item no 34, 23.3% respondents agreed, 26.7% undecided, 50% disagreed
(40% disagreed, 10% strongly disagreed). The mean was 2.6 that shows the
negative attitude towards the statement. The majority of the respondents
disagreed the opposition of the strong discipline of the classroom. The students
should reject the authority; however, the respondents showed the negative
perceptions due to the trends of the school discipline and administration.

Item no 35 deals with the contextualization of the knowledge in which 63.3%

respondentsagreed (10% strongly agreed, 53.3% agreed), 23.3% undecided,
and 13.3% disagreed. The mean value was 3.6 that shows positive perception.
It can be generalized that the students should modify the knowledge by
learning by doing.

Itemno 35 deals with the questioning traditional approach of teaching in which

66.7% respondentsagreed (10% strongly agreed, 56.7% agreed), 23.3 %
undecided, and 10% disagreed. The mean value was3.7. It shows that there is
not high degree of acceptance the role of students as critique. The grand mean
was 3.3 that was neutral like view neither agree nor disagree. It was because of
the influence of the traditionally nurtured role of the students in strongly
disciplined classroom. The response was not satisfactory on the view of critical
pedagogy and the role of the students.

4.2.7 Role as a collaborator

Two head are better than one head. Students get their freedom in collaborative
learning. Group work and individual work, discussion and debate provide the
real learning where students' interests and needs are addressed. Students'
responses on the collaboration have been presented in the following table.

64
 Table 14: Role as a collaborator

Responses
No. Items Agree Undecided Disagree Mean
SA A Total DA SDA Total
N % N% N% N % N% N % N %
37 There should be collaboration between 17 56.7 12 40 29 96.7 - - 1 3.3 - - 1 3.3 4.5
teacher and students for meaningful
learning
38 Individual work, and group work are the 15 50 13 43.3 28 93.3 2 6.7 - - - - - - 4.5
best way to create knowledge of
language and literature
39 Collaboration develops think, pair and 13 43.3 16 53.3 29 96.6 - - 1 3.3 - - - - 4.3
share culture that empowers the students.
40 Collaboration develops the 20 66.7 10 33.3 30 100 - - - - - - - - 4.6
communicative skills and brings
harmony among students and teachers.
Grand mean 4.5

From the above table, in item no 37, regarding the collaboration between
teacher and students, 96.7% respondentsagreed (56.7% strongly agreed, 40%
agreed), 3.3% disagreed. The mean value was 4.5 that showed the high positive
degree of perception. However, there were not any responses in disagree scales.
Itcan be generalized that the majority respondents were in favour of the
collaboration with teacher and students.

In item no 38 regarding the individual and group work, 93.3%

respondentsagreed (50% strongly agreed, 43.3% agreed), 6.7% undecided,
whereas there were not any responses in disagree section. The mean value was
4.5 that showed the positive perception. It can be interpreted that group work
and individual work are the best tools to have meaning learning.

In item no 39,collaboration is necessary in think pair share culture

development, 96.7% respondents agreed (56.7% strongly agreed, 40%
agreed),3.3% disagreed. However, there were not any responses on undecided
scale and strongly disagree scale. The mean of the statement is 4.6 that shows

65
positive perception. By this result, it can be generalized that the majority of the
students advocated that there should be think, pair, share culture in language
classroom.

In item no 40 concerning the communicative and socializing skills

development through collaboration, 66.7% respondents strongly agreed and
33.3% agreed, however, there were not any responses in neutral and disagree
sections. The mean value of the statement was 4.6 that shows the positive
attitudes. By this, it can be said that collaboration helps to develop the
communicative, socializing and cooperating skills among the students by which
students themselves tackle in the real life problem for effective and efficient
solution. The grand mean of the collaborative role of the students in critical
pedagogy was 4.5 by this it can be said the students should be collaborative for
sharing own idea rather than using ready-made idea.

4.3 Responses of the students collected from the open-ended questions

This topic deals with the perceptions collected from the open-ended question
where thirty students were asked five open ended questions to collect the
information about the perceptions of students on critical pedagogy. Different
students responded differently regarding the question employed. The responses
of the students are presented thematically in the following ways:

4.3.1 Students' perception towards the participation of the students in the

classroom activities

Critical pedagogy focuses on the participation of the learners for managing the
inclusion in the classroom by employing the various techniques and critical
awareness of the students' personality and socio-cultural background.
Regarding the perceptions of the students towards the participation parameter
in critical pedagogy responses have been presented in the form of summary as
follows:

66
Students clearly mentioned the activities for better participation in the
classroom.

 The rapport among homogeneous and heterogeneous group and

discussion, collaboration should be made.
 Diagnostic teaching should be used.
 The student should use locally available materials.
 Equity based treatment should be given to the marginalized students.
 Learning by doing should be emphasized.
 Multiple intelligence should be addressed.
 Learner centered method should be focused.
 Create homely environment inside the school.
 Students should be active.
 Appreciation should be given.
 Awareness raising and motivation should be managed.
 Equal participation should be given.
 The individual difference should be understood.
 Individual task should be given.
 Action research should be conducted.
 Focus should be given passive and introvert students.
 Language game should be used.
 Teacher should be givenethnographic researcher.
 Student interview should be taken to understand the personality.

4.3.2 Students perception on application of CP in classroom which is full of

diverse students

The implementation of critical pedagogy in Nepalese context is difficult job

due to the cultural diversity among the students in the classroom. To manage
equity and just participation to all students is the major role of the ELT teacher.
The students' suggestion is an important aspect of consideration for better

67
solution. The suggestions made by the respondentshave been enlisted as
follows:

 Environment for sharing experience should be created among the

friends.
 Student behavior should be understood.
 Cultural research should be done.
 Child psychology and pedagogy should be balanced.
 Well dissemination of the critical pedagogy should be focused.
 Teacher training should be given on new approach.
 Collaborate with stake holders and students should managed.
 Social reality should be focused.
 Varieties of activities should be used.
 Guardians meeting should be conducted.
 Students interaction should be focused rather than aiming to finish the
course.
 Participatory approach should be used.
 Real situation should be created in the classroom.
 Equity should be addressed.

4.3.3 Students' Perceptionson ample opportunities for interaction in CP.

An opportunity is part and parcel for language development by which the

students develop their linguistic competence as well as performance needed for
daily life. To provide a just and an ample opportunity in heterogeneous
classroom is an interesting and considerable task.The students' suggestions for
providing ample opportunity in the classroom, have been enlisted as follows:

 Separate allocation time for the interaction should be given.

 Should do the activities according the objective of the lesson.
 Maximize STT and give responsibility to the students.
 Use audio video materials.

68
  Students' experience should be focused.
 Macro level plan and policy should be adopted.
 Level, age, educational background should be researched.
 Mother tongue should be revitalized.
 Understand the students' background.
 Extra materials should be used.
 Interaction should be given.

4.3.4Students suggestions on teacher roles and activities fulfilled in an

academic session

Critical pedagogy is a critical awareness of the curriculum, school, textbook,

teachers, and ideological practice over the learner and his/her conscious and
dialogic representation for resisting the reality and making meaning in socio-
cultural and ideological arean [school] for liberation in education. The
academic course, however, is a consolidated package of and institution, should
be followed considering the needs and interests of the students by the teacher.
The suggestion from the respondents have been listed as follows:

 Students should be taken core part of the learning procedures in a

democratic environment.
 Extra-curricular should be maintained. Textbook is not the sole
materials. Teacher should be extrovert.
 Curriculum designer should balance the content and time.
 School administration should be managed.
 Student pace of learning should be managed.
 Local curriculum should be constructed.
 Equal opportunity should be given.
 Context of the classroom should be understood.
 Case study should be done.
 Students should be concerned to raise the voice.
 Situation should be analyzed respecting social justice oflearners.
69
4.3.5Students' suggestions on role of curriculum, material, teacher and
students on critical pedagogy

The distinctive, decentralized and empowering curriculum, material and critical

teacher and students are the crux of an effective implementation of the critical
pedagogy. The perceptions and roles should be appropriate in critical
pedagogy. The key suggestions made by the respondents have been listed as
follows:

 Learner centered materials should be used.

 Sharing culture should be managed for active involvement.
 Curriculum should be need based and humanistic.
 Teacher should play role of supporter, cultural transformer, democratic
practitioner.
 Learner should be autonomous, and risk taker.
 Local materials should be focused.
 ICT should be used maximum.
 Macro and micro level understanding about the policy, plan, curriculum
design, material design should be made..
 Variation in teaching materials should be made.
 Students should be critical thinker.
 Plain materials should be used not authoritative and ideological.

70
 CHAPTER FIVE

FINDINGS, CONCLUSION&RECOMMENDATIONS

5.1 Findings

The research entitled "Students' perceptions on critical pedagogy as a method of

students empowerment" is an attempt to take students views on critical aspects
of the language learning that brings democratic and equity based learning by
giving the learner autonomy and freedom to the students. The key findings
consistent with the objectives are: The English language learning should take
place in a liberal way where students' potentiality, dignity, and freedom are
ensured by the use of dialogicalinterculturalapproach in teaching and learning.
Students' ideology should be respected for developing critical mind
ondecentralized curriculum and construction of local material and,

The ELT students should be autonomous, reflective, ideological critique,

change agent for social transformation as well as transform the methodological
procedures of the English language teaching and learning. The students should
resist the present reality and should construct and reflect their own meaning that
is grounded on their experience and home culture for their active role and
individual linguistic development.

Besides the major finding of the research, there are other sub findings which are
derived after analysis and interpretation of the data i.e.as follows:

 The majority of the respondents advocated the democratic language

learning environment for sharing their experience.

 More than 70% respondents were in favour of humanistic language

learning. It means language learning should develop freedom,
potentiality, and dignity of the students for equity based learning.

 All of the students were in favour of dialogue. It means dialogue is

the best method for empowering the students.
71
 The majority of the students were in favour of intercultural approach
in language learning. It means that in language learning home culture,
inter-culture and target culture should be given priority respectively.

 Most of the students were in favour of the rejection of teacher

ideology in the classroom. It means, there should be interaction by
questioning and resisting the existed realitybetween the teacher and
students for making classroom critical.

 Most of the respondents advocated the need of decentralized, flexible

curriculum. It means there should be local curriculum that addressed
the curriculum of the children's needs and interests.

 The majority of the respondents were against the monopoly of the

textbook. It means that teacher should include the other contextual
material that is equally helpful to empower the learner participation.

 Traditional teachers were not using critical pedagogy so they should

change their thinking and use student centered techniques to provide
ample opportunities for interaction by which students best learn.

 More than 90% students were advocated the autonomous role of the
students. It means the learner, in critical pedagogy,should be
autonomous for making own pace of learning taking self-direction
and responsibility.

 Majority of the students were in favour of reflection in learning. It

means reflection shows their inner though in learning and helpful to
share their socio-cultural experience.

 More than 80% respondents advocated the students as change agent.

It shows the role of students areto transform the class-based society
to equity based society.

72
  The majority of the students responded the need of dialogue in
learning language. Dialogue provides the liberation in teaching
learning where students can share their interest and experience.

 More than 85% respondents showed the role of students as negotiator

for questioning and making meaning in the context.

 The average number of students advocated the role of students as

critique. It shows that they are hesitate to criticize the existed reality
of teacher and school.

 Most of the students were in favour of collaboration as their role for

making meaning in group in a local context.

 Most of the students advocated the divergent role of the students for
their involvement in diverse activities.

5.2 Conclusion

The research entitled 'Students' perceptions on critical pedagogy as a method of

student empowerment' is an attempt to explore the students attitudes, opinions,
roles on critical pedagogy that helps to understand the nature of teaching
learning. This research is based on the mix research design which seeks to
explore the data using both quantitative and qualitative tools. The questionnaire
was the main tools tool of the primary source of the data collection where 40
close-ended and five open-ended questions were included including the
different parameters i.e. aims, humanism, empowerment, classroom,
curriculum, textbook, teacher, learner autonomy, reflection, negotiation,
critique, collaboration. Open-ended questionnaires were to explore the
suggestion in various context of teaching learning management by empowering
the students for meaningful learning. By the responses of the respondents,
findings of the research question have been drawn. The critical pedagogy as the
student autonomous and participatory pedagogy has been elaborated and the
present status of the students has been explored. The summary of the open-
ended questionnaires have been listed. The findings show the majority of the
73
master level students are in favour of the critical pedagogy and in their
professional journey;they will be capable of using the critical pedagogy as being
the critical pedagogue. This research is an attempt to consolidate the perception
earned by the students on critical pedagogy on various parameters. The title,
statement of the problem, objectives, research question, conceptual framework,
tools, data collection and interpretation and findings as key components of the
research have been explored.

5.3 Recommendations

This research work entitled "Students' perceptions on critical pedagogy as a

method of student empowerment" has made an attempt to find out the students'
awareness in language learning process and their roles in pedagogy for inclusive
and equity based participation. It explores the students experience, reflection
and autonomy development in the English language learning. It develops the
creativity and autonomy of the students in language learning process. From the
interpretation and summary of the finding of the study, the following
recommendations can be suggested.

5.3.1 Policy Related

The main recommendations of the study at this level are as follows:

 While designing the curriculum, students-centered activities should be
incorporated for making critical pedagogy moreeffective and child-
friendly.
 The school should provide the constructive environment to the student
where they can best learn by their experience.
 Training agencies should provide different training packages on critical
pedagogy for empowering students' learning.

74
5.3.2 Practice Related

The main recommendations of the study at this level are as follows:

 The teacher should create the just and equity inside the classroom among
the diverse students from various socio-cultural background.
 Dialogue and interaction should be conducted.
 Collaboration should be focused.
 Students should use local material in language learning.
 Students should be given ample opportunitiesto observe and reflect as
well as to develop learner autonomy.
 Varieties of teaching materials and techniques should be made to meet
students' interest.
 Collaboration and negotiation should be made among the students and
teacher.

5.3.3 Further Research Related

This study helps to provide the knowledge to the new researcher to conduct
research on local curriculum. Researchers can conduct research on race
inclusion in language learning. Researchers can conduct research on role of
teacher in critical pedagogy as well as the role of parents. They can also
research on implementation of critical pedagogy at school level.

75
 References

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Thepromise of ,moving from theory to practice in urban schools. New
York: Peter Lang. An Unpublished Ph.D.Thesis.

Bhandari, H.B. (2011). Exploring common expectation of students in large

mixed ability ELT class: AnUnpublished M.Ed. Thesis.

Canagarajah, S. (1999). Resisting linguistic imperialism inEnglish teaching.

Oxford: OUP.

Creswell, J.W. (2010). Educational research: planning, conducting,

andevaluating qualitative and quantitative research (4theds). Lincoln:
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Crookes, G. (2010). The Practicality and relevance of second languagecritical

pedagogy language teaching Journal. Vol: 43,03(unit v pp.333-348).

Freire, P. (1990). Education for critical consciousness. New York:

SeaburyPress.

Freire, P. (1970). Pedagogy of the oppressed. New York: London.

Girux,H.(1998).Critical pedagogy in classroom discourse.Minneapolish:

University of Minnesota Press.

Girux,H.(1997). Schooling and struggle for public life: Criticalpedagogy in

modern age.Minneapolish: University of Minnesota Press.

Hedge, T. (2008). Teaching and learning in English classroom. Oxford: OUP

Hewitt, J.P. (2001). Self and society: A Symbolic interactionist

socialpsychology, (7thEds).Allyn and Bacon: Boston.

Holliday, A. (2010). Appropriating methodology and social

context.Cambridge: CPU.
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Karn, S.K. (2011). Wounded warrior searching. Thakur Ram daily epidemic.
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Kumaravadivelu, B. (2001). The postmethod condition: (E)merging strategy for

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classroom.Toranto: McMaster University: An Unpublished Ph.D.
Thesis.

Marx, K. (1967). Capital. New York: International Publishers.

Mc Laren, P. (2000). Critical pedagogy and predatoryculture: Oppositional

politics in a postmodern era. London and New York: Routledge.

Norton, B. and Toohey, K. (2004). Critical pedagogy and language learning.

Cambridge: CPU. An Unpublished PH.D.Thesis.

Nunan, D. (1993). Research method in language learning. London: CUP.

Oxford Advance Learner's Dictionary (2008, 7thEds); Oxford: University Press.

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Paudel, J. (2014). Teachers' attitude towards critical pedagogy and its practice
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33(3), 329-48.

Richards, J. C. Lockhart, C. (2010). Reflective teaching in secondlanguage

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 Appendix I
PARTICIPANT INFORMATION STATEMENT

Thesis Supervisor Faculty of Educati

Dr. Anju Giri Department of English
Education T.U.
Kirtipur, Kathmandu, Nepal
Students' Perceptions on Critical Pedagogy as a Method Of Student
Empowerment
1. What is this study about?
You are requested to take part in a research entitled Students' Perceptions on
Critical Pedagogy as A Method of Student Empowerment that aims to find
out the English language students’ perceptions and roles towards critical
pedagogy. There are numerous methods to teach English language, but not all
method are child centered and child friendly toaddress the dignity, freedom and
justice of the students in multicultural, socio-linguistic and socio- cultural
aspects of the learners in ELT classroom.To address the need and interest of
marginalized student for equitable and interactive classroom management,
critical pedagogy is very essential. It empowers the learners to challenge the
existed knowledge and critically questions to teachers. Up to now, there has not
been any research related to this topic in this department so it helpful to make
students aware in critical pedagogy.

You have been requested to participate in this study because I am interested for
finding out the perceptions of English language students towards critical
pedagogy. Your responses will be helpful to find out the perceptions and roles
of critical pedagogy whether it empowers students or not.

This participant information statement helps you to know about the research
study. Knowing what is involved will help you decide if you want to take part
in the very research. Please read this sheet carefully and ask questions about
anything that you do not understand or want to know more about the study.
Participation in this research is voluntary. So, it is up to you whether you wish
to take part or not.

By giving your consent to take part in this study you are telling me that you:

 Understand what you have read.

 Agree to take part in the research study as outlined below.
 Agree to the use of your personal information as
described.
You will be given a copy of this participant information to keep.

79
2. Who is carrying out the study?

The study is being carried out by Mr. Hari Acharya, as the Master of
Education in English, Tribhuvan University of Kathmandu. This study will take
place under the supervision ofDr.AnjuGiri, Professor and and chairperson,
English and other foreign languages, Department of English Education, T.U.
Kirtipur, Kathmandu.

3. What will the study involve for me?

This study involves completing a set of questionnaire. The questionnaire

consists of 45 under which 40 close ended and 5 open ended questions
dividing into 2 parts: a) students' perception b) students' roles

4. How much of my time will the study take?

It will take about 1 hour to complete the questionnaire.

5. Who can take part in the study?

All the English language students studying M.ED.inT.U. university.

6. Do I have to be in the study? Can I withdraw from the study once I have
started?

Participation in this study is completely voluntarily. Your participation

in this study will not harm in your career and future. It will help to
understand about the critical pedagogy and its role in ELT classroom. If
you decide to withdraw from study you are free. But submitting your
completed questionnaire is your consent to participate in the study.

7. Are there any risks or costs associated with being in the study?

Beside your time investing to response questionnaire, there will not be

any risks or costs associated with taking part in this study.

8. Are there any benefits associated with being in the study?

This study will help you understand about the critical pedagogy and its
role in ELT classroom. You can be more familiar with the various
teaching methods used in ELT classroom. Furthermore, the study about
critical pedagogy will help you to know the role of the students in the
ELT classroom.
80
9. What will happen to information about me that is collected during the
study?

Your information will only be used for the purposes outlined in this
participation information statement. Your information will be stored
securely and your identity/ information will be kept strictly confidential,
except as required by law. Finding of the study may be published, but
you will not be individually identifiable in the publication.

10. Can I tell other people about the study?

Yes, you are welcome to tell other people about the study.

11. What if I would like to know further information about the study?

If you would like to know more at any stage during the study, please
feel free to contact Mr. Hari Acharya. (Email:
[email protected])

12. Will I be told the results of the study?

You will get the summary of the overall findings of the study and whole
thesis paper through the Department of English Education, T. U.,
Kirtipur, Kathmandu.

13. What if I have a complaint or any concerns about the study?

The ethical aspects of this study have been approved by the Tribhuvan
University, Department of English Education, Kirtipur, Kathmandu.
Any person with concerns or complaints about the conduct of a research
study can contact the researcher.

81
 Appendix I
Participant Consent Form

Faculty of Education, Tribhuvan UniversityDepartment of English

EducationKirtipur, Kathmandu, Nepal
Supervisor: Dr Anju Giri

STUDENTS' PERCEPTION ON CRITICAL PEDAGOGY

AS A METHOD OF STUDENT EMPOWERMENT

I……………………….………., agree to take part in this research study.In

giving my consent, I state that:

I understood the purpose of study, what I will be asked to do, and any
risks/benefits involved.

1) I have read the participant information statement and have been able to
discuss my involvement in the study with researcher if I wished to do.
2) I have got any answers to any questions that I had about the study and I
am happy with the answers.
3) I understand that being in this study is completely voluntary and I do not
have to take part compulsorily.
4) I understand that my real name will not be used in the study.
5) I understand that personal information about me that is collected over
the course of this study will be stored securely and will only be used for
purpose that I have agreed to. I understand that information about me
will only be told to others to my permission, except as required by law.
I consent to:
Completing required questionnaire: a) Yes b) No
Signature…………………………..
Name ………………………………….
Date……………………………………

82
 Appendix I
STUDENTS' PERCEPTIONS ON CRITICAL PEDAGOGYAS A
METHOD OF STUDENT EMPOWERMENT
Dear Students, This questionnaire is a tool for research to
get the required information about the topic mentioned above. More
specifically, this is for master thesis in English Education, which has been
carried out under the supervision ofDr. Anju Giri, Professor and Chairperson,
English and other foreign languages,Department of English Education, T. U.,
Kirtipur, Kathmandu.

You are humbly requested to provide the necessary information for completing
this questionnaire. The information provided will be fully confidential and
none of it will be used for other than the purpose of the topic mentioned above.

I owe you a great deal for taking your invaluable time and also for your kind
support.

Yours Sincerely

Hari Acharya

M.Ed. ( FourthSemester)

Department of English Education

T. U., Kirtipur, Kathmandu

Date: August 15, 2016

Part I: Personal profile

Please provide your personal information.Name:

(Optional)……………………………………………………………………Sch
ool: ………………………………………………………………………

83
Appendix II

Tick (√) on one of the following alternatives provided on the following

assumptions to show your perceptions and roles in critical pedagogy. (SA=
Strongly Agree, A= agree, UD= Undecided, D= Disagree and SD= Strongly
Disagree)

Perceptions on critical pedagogy

Aims of Critical Pedagogy

1. The aim of critical pedagogy is to provide democratic learning

environment for inclusion and empowerment.
a) SA b) A c) UD d) D e) SD
2. Critical pedagogy eradicates all forms of oppressions and injustices.
a) SA b) A c) UD d) D e) SD
3. In the English language pedagogy, learners' experiences should be
incorporated for the construction of the reflective knowledge of
language and literature.
a) SA b) A c) UD d) D e) SD

Humanism

4. The active students' involvement in English language classroom is the

result of humanistic approach in teaching.
a) SA b) A c) UD d) D e) SD
5. If English teacher provides the freedom in interaction, students will play
active roles in language learning.
a) SA b) A c) UD d) D e) SD
6. Language learning is process of developing individual potentiality and
dignity of the students.
a) SA b) A c) UD d) D e) SD

84
Empowerment

7. Dialogue between teacher and students empowers the students

linguistics competence and performance.
a) SA b) A c) UD d) D e) SD
8. Inclusion, equity and diversity management of the students is the
process of students' empowerment in language learning inside the
classroom.
a) SA b) A c) UD d) D e) SD
9. In language learning, home culture should be emphasized rather than
introducing target language culture that is essential for best teaching and
learning.
a) SA b) A c) UD d) D e) SD

Critical Classroom

10. Critical classroom of English is full of students' interaction where

teacher's role is to make congenial environment.
a) SA b) A c) UD d) D e) SD
11. In English classroom, the teacher should not impose his/her ideology but
the teacher should explore the students' ideology.
a) SA b) A c) UD d) D e) SD
12. The classroom should be the best place for the practices of intercultural
understanding and linguistics struggle of the diverse students.
a) SA b) A c) UD d) D e) SD

Curriculum

13. The curriculum should be flexible and its aim should be critical and
creative individual development who always criticizes centralized
curriculum and demands for the local curriculum.
a) SA b) A c) UD d) D e) SD

85
 14. The curriculum should be child centered to address the interests and the
problems of the learners. It should incorporate experiences of the
learners.
a) SA b) A c) UD d) D e) SD
15. Students, classroom, society and culture are the sources of curriculum
so there is no need of the mainstream curriculum.
a) SA b) A c) UD d) D e) SD

Textbook and Materials

16. Only textbook materials cannot fulfill the interests and needs of diverse
learners.
a) SA b) A c) UD d) D e) SD
17. The textbook always carries the ideology of higher authority. Sothe
students should not follow as taken for granted.
a) SA b) A c) UD d) D e) SD
18. Curriculum, textbook are the sole material in language teaching.
a) SA b) A c) UD d) D e) SD

Teacher

19. Most of the traditional and novice teachers take critical pedagogy as
workload and difficult to handle and prefer to follow usual method in
teaching.
a) SA b) A c) UD d) D e) SD
20. Teacher class and ideology affects language learning. For equity,
inclusion the teacher should consider about students' social class.
a) SA b) A c) UD d) D e) SD
21. It is difficult to the English language teacher to control learner centered
classroom and he cannot achieve the objectives of the lesson.
a) SA b) A c) UD d) D e) SD

86
Roles of the Students

Autonomous Learners

22. Student should be autonomous in learning developing own direction and

target of language learning rather to learn what teacher instructs.
a) SA b) A c) UD d) D e) SD
23. Students should develop learner autonomy for meeting their interests
and own paces of the language learning.
a) SA b) A c) UD d) D e) SD

Reflective Learners

24. Reflection brings the creativity of the students and involves in the
language tasks for the development of literature and critical thinking.
a) SA b) A c) UD d) D e) SD
25. Reflection of the students helps to nurture ethnographic representation
in the classroom.
a) SA b) A c) UD d) D e) SD
26. The students should observe what happens in the social event and reflect
in the classroom as a primary content.
a) SA b) A c) UD d) D e) SD

Change Agents

27. The students should apply the language gained in school in their home
and vice versa.
a) SA b) A c) UD d) D e) SD
28. Students should use their linguistic skills and knowledge in the society
for problem solving, decision making and critical thinking.
a) SA b) A c) UD d) D e) SD

Dialogue Creators

29. Classroom should be full of dialogue, teacher role should be passive.

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 a) SA b) A c) UD d) D e) SD
30. Dialogue gives liberation to the learners and they best understand the
content in meaningful way.
a) SA b) A c) UD d) D e) SD

Negotiators

31. The negotiation should be made between teacher and students about the
content and classroom activities.
a) SA b) A c) UD d) D e) SD
32. The student should know their role as primary and teacher's role
secondary in the classroom.
a) SA b) A c) UD d) D e) SD
33. The students and teacher discussions bring the real meaning of the
literary texts in the classroom.
a) SA b) A c) UD d) D e) SD

Critiques

34. The student should reject the strong discipline of the classroom.
a) SA b) A c) UD d) D e) SD
35. The students should not take knowledge of language as taken for
granted rather criticize the reality.
a) SA b) A c) UD d) D e) SD
36. The learners should question the existed teaching approach and locate
their roles in language learning.
a) SA b) A c) UD d) D e) SD

Collaborators

37. There should be collaboration between teacher and students for

meaningful learning.
a) SA b) A c) UD d) D e) SD

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 38. Individual work and group work are the best way to create knowledge of
language and literature.
a) SA b) A c) UD d) D e) SD
39. Collaboration develops think, pair and share culture that empowers the
students.
a) SA b) A c) UD d) D e) SD
40. Collaboration develops the communicative skills and brings harmony
among students and teachers.
a) SA b) A c) UD d) D e) SD

Write yours perceptions on the following questions in points.

41. Critical pedagogy focuses on participation of all students in learning by

interaction. Each student may not be interactive and collaborative by the
personality. In that context, what do you suggest for involvement to
those students?
42. To employ critical pedagogy is challenging job in language classroom
because of the students' diversity. What are your suggestions?
43. In Nepalese context, there is lack of ample exposure in the English
language teaching. If English teacher gives full interaction, students will
not achieve the objectives of the lesson to be fulfilled in a session. What
are your suggestions for this?
44. In language teaching process, the teacher sometimes unintentionally
violets social justice of learners by the time constrain or issue of
subject matter without providing opportunities to the students. What do
you suggest at that situation?
45. What are your suggestions in using critical pedagogy:- roles of
curriculum, material, teacher and students?
'Thank you for kind cooperation!'

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