TITLE:
The Re-Emergence of Critical Pedagogy: A Three-Dimensional Framework for Teacher Education in the Age of Teacher Effectiveness
AUTHORS:
Nicholas J. Shudak
KEYWORDS:
Teacher Education, Critical Pedagogy, Standardization, Teacher Effectiveness, Philosophy of Education, Democratic Education, Educational Theory, Paulo Freire, Philosophy for Children, p4c, Being, Becoming, Ontology, Epistemology, Ethics, Trust, Politics, Literacy
JOURNAL NAME:
Creative Education,
Vol.5 No.11,
June
24,
2014
ABSTRACT: In light of the extensive treatment given over its thirty year existence,
this article develops a framework for helping teachers understand the
applicability and relevance of critical pedagogy in the classroom during this
age of effectiveness and standardization. To do this, critical pedagogy is
theoretically framed three-dimensionally. The purpose is to help teachers think
through critical pedagogy in a way that might encourage them to analyze their
own practices and thus create and enact critical pedagogies that are uniquely
their own. The first dimension pertains to its contestedterrain. An understanding of critical pedagogy must begin
with a disclaimer. This disclaimer suggests that though there are common
objectives, there are key points of contestation. The second dimension, then,
seeks to find the common ground. This dimension focuses on the commitments of critical pedagogy, and
thus, the commitments of those who might try. Lastly, critical pedagogy impels
teachers to use their classrooms to make life more humane. To aid in this task,
teachers engaging in critical pedagogics take certainphilosophical positions, the third dimension of critical pedagogy.