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Critical Pedagogy: Origin, Vision, Action & Consequences
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2014 (English)In: KAPET, ISSN 1653-4743, Vol. 10, no 1, 90-98 p.Article in journal (Other academic) Published
Abstract [en]

Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators’ possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it.


Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2014. Vol. 10, no 1, 90-98 p.
Keyword [en]
Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation
National Category
Educational Sciences
Research subject
URN: urn:nbn:se:kau:diva-34723OAI: diva2:768785
Available from: 2014-12-04 Created: 2014-12-04 Last updated: 2016-05-20Bibliographically approved

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Abraham, Getahun Yacob
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