PAULO FREIRE’S CRITICAL PEDAGOGY IN EDUCATIONAL TRANSFORMATION

Authors

  • Bhawan Singh Chalaune (Ph.D.) Associate Professor, Department of Education, Kailali Multiple Campus, Dhangadhi, Kailali, Dhangadhi Sub-metropolitan, Kailali, Nepal

DOI:

https://doi.org/10.29121/granthaalayah.v9.i4.2021.3813

Keywords:

Banking Education, Critical Pedagogy, Dialogue, Freedom, Transformation Paulo Freire

Abstract [English]

Through critical analysis, the purpose of this article is to reflect critically on some of the key aspects of Paulo Freire's critical pedagogy and its contribution to educational transformation. This study is based on critical interpretation and the concept of some key terms in particular. First, this article gives a glimpse into the background of critical thinking, the theoretical basis of Freire's critical pedagogy, and his life experience. Similarly, Freire's critical thinking on the banking education system, which hinders the development of learner's creative thinking, is discussed. These include the role of oppression and dehumanization of the traditional and banking system of education, dialogue and conscientization, libations and problem-posing education, praxis as the reflection in the situations, the role of political and cultural factors in educational change. Second, based on Freire's critical pedagogy, there is a critical interpretation of the current school system's educational process, Practicing Freedom based Teaching Strategies, curriculum planning, and possible transformation into teacher and learner roles. Therefore, to prepare a citizen inspired by freedom and humanization, it is necessary for learners to have critical pedagogical method that can move forward by establishing a connection between themselves and their environment. This requires collaborative and interactive based policies and teaching. It is hoped that such a study will provide some impetus for the transformation of the existing state of education, and will benefit the qualitative development of education.

Downloads

Download data is not yet available.

References

Aliakbari, M. & Faraji, E. (2011). Basic principles of critical pedagogy. 2nd international conference on humanities, historical and social sciences IPEDR 17, 77–85.

Australian journal of teacher education. 23, 40–55

Bentley, L. (1999). A brief biography of Paulo Freire. Pedagogy and theatre of the oppressed. Retrieved from https://ptoweb.org/aboutpto/a-brief-biography-of-paulo-freire/

Burbules, N. C. & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. Critical theories in education. NY: Routledge. Retrieved from .

Colver, M. C. (2017). Teachers as cultural workers: Freire on literacy, love, and authority in the Classroom. Retrieved from https://www.researchgate.net/334591545

Degener, S. C. (2001). Making sense of critical pedagogy in adult literacy education. 2, 30. Retrieved from http://web.ebscohost.com/ehost/detail

Dewey, J. Experiences and education ( Alfered, L. & Hall-Quest , Eds. ). Retrieved from http://www.schoolofeducators.com

Freire, P. (1984). Education in progress path. Trans.) Tehran: Kharazmi Publications

Freire, P. (1970). Pedagogy of the oppressed. Trans.) .

Freire, P. (1998). Teachers as cultural workers: Letters to those who dare teach ( P. Roberts , Ed. ).

Freire, P. (1985). The politics of education: culture, power, and liberation (D. Mecedo. Trans.). Retrieved from .

Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling, a critical reader. West view Press Retrieved from http://www.osea-cite.org/class/SELT.pdf

Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and social change ( B. Bell, J. Gaventa & and J. Peters , Eds. ). Temple University Press Retrieved from http://impedagogy.com/wp-content/uploads/2016/

Kabilan, A. M. K. (1999). Developing the critical ESL learner: the Freire's way. Retrieved from http://iteslj.org/Techniques/Kabilan-CriticalThinking.html

Keesing-Styjes, L. (2003). The relationship between critical pedagogy and assessment in teacher education. Radical Pedagogy 5, 1–19.

Kincheloe, J. L. (2005). Critical Pedagogy Primer. New York: Peter Lang Publishing Retrieved from E:/shiksha%20vimash/Ivan%20Illich/978-94-6300-166-3_9.pdf

Kincheloe, J. L. & Mclaren, P. L. (1994). Rethinking critical theory and qualitative research. Handbook of qualitative research 138–157.

Mahmoudi, A., Khoshnood, A. & Babaei, A. (2014). Paulo Freire critical pedagogy and its implications in curriculum planning. Journal of education and practice 5(14), 86–93.

Nixon-Ponder, S. (1995). Using Problem-Posing Dialogue: In Adult Literacy Education. Adult Learning 7(2), 10–12. Retrieved from https://dx.doi.org/10.1177/104515959500700206 10.1177/104515959500700206 DOI: https://doi.org/10.1177/104515959500700206

Shim, S. H. (2008). A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and teacher education. 24, 515–535 Retrieved from https://doi.org/10.1016/j.tate.2007.09.014 DOI: https://doi.org/10.1016/j.tate.2007.09.014

Published

2021-04-30

How to Cite

Chalaune, B. S. (2021). PAULO FREIRE’S CRITICAL PEDAGOGY IN EDUCATIONAL TRANSFORMATION. International Journal of Research -GRANTHAALAYAH, 9(4), 185–194. https://doi.org/10.29121/granthaalayah.v9.i4.2021.3813