Critical pedagogy: An ignis fatuus!

Nima Shakouri Masouleh, Homa Ronaghi Fard



The most important theme of critical pedagogy (hereafter CP) is the belief that educations systems are political (Freir, 1970). In effect, the centrality of politics and power in our understanding of how school work is an inevitability. Good education should aim at political transformation for the purpose of justice and human being liberation. This will be available if there is a congruity between what a teacher thinks (theory) and what he/she does (practice) in the class. In fact, CP asserts that the relationship between pedagogy and politics is two way; not only is pedagogy political, but pedagogy provides the knowledge and abilities through which individuals can see themselves as political agents and act accordingly. The present study was an attempt to investigate the educational-political implications of CP in Iran educational system, with the emphasis on the fact that the failures and successes of an educational system is ascribed to people’s linguistic and socio-cultural interaction, which are under the influence of dominant ideology, institutional practice and social relations.   Apart from its valuable ideality, CP seems to become an ignis fatuus. The role of teachers is not more than a museum curator whose duty is restricted to placing knowledge in the mind of students. In fact the lack of political perspective on the part of teachers and learners reduces teachers to a technician. Nevertheless, English language teaching is not a technical business devoid of any ideology.

Key words: Critical Pedagogy; Marginalization; Praxis;


Key words: Critical Pedagogy; Marginalization; Praxis

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