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Unit-6 Comparative

Unit 6 discusses Critical Pedagogy, which applies Critical Theory to transform educational practices by promoting equity and social justice. It emphasizes the importance of recognizing students' social and cultural contexts, fostering dialogue, and enabling learners to critically reflect on their realities. However, it also acknowledges limitations such as challenges in personal transformation and resistance from established power structures.

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6 views8 pages

Unit-6 Comparative

Unit 6 discusses Critical Pedagogy, which applies Critical Theory to transform educational practices by promoting equity and social justice. It emphasizes the importance of recognizing students' social and cultural contexts, fostering dialogue, and enabling learners to critically reflect on their realities. However, it also acknowledges limitations such as challenges in personal transformation and resistance from established power structures.

Uploaded by

auniruddhaa
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit 6 – Critical Pedagogy Concept

• Application of Critical Theory to understand


and change practices in education
Critical Theory:
• Response to Fascism
• examining and establishing the limits of
the validity of knowledge
• Make judgement and find problems
• Help to overcome the social structures through
which people are dominated and oppressed
• Cautious about blind faith in science
Nature
Nature

• Equity and Social Justice


• Skepticism and suspicion of taken for
granted assumptions
• True liberation and transformation, if
successful will extend to all people.
• Critical awareness that proceeds action-
Praxis
• Problem posing Education
• Dialogue
Foundation book

Curriculum
• should be out of any kind of oppression-
such as, gender domination, race
domination or political domination
Curriculum
• should recognize students’ social and cultural
context
• should provide contents relevant to their native
language
• objectives of the curriculum needs to be let
learners reflect on their lives and take actions
• against the knowledge economy
• ultimate goal is to increase humanism
• applying different instructional methods
and techniques according to learners need
• applying different assessment techniques
Classroom
• Problem-posing instruction
• Dialogue
• Considering the social and cultural realities
• Considering students as active learners (autonomous
learner)
• Decolonizing classroom environment
• Decreasing/eliminating all sorts of power
• Encouraging learner to be aware of social injustices
• Being able to critically reflect on the social, cultural,
political contexts
• Providing a secured place to learn
• Eventually enable learner to emancipation
Contribution

• Equity and Justice


• Considering learners as active agent (increase
self-esteem and autonomy)
• Enable learner to participate in social
movement and change
• Eliminate the dominant power of teachers and
authorities - give voice to learner
Limitation
• Challenging for transformation in personal and
social lives
• against the power authority and hierarchy-
Threating
• non-attracting for people who loves the idea of
knowledge economy or job market economy-
like slave
• sometimes unrealistic for existing social context
• not have proper direction how to deal with
critical situation
• not have sufficient research data

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