How can critical pedagogy contribute in addressing social inequality and promoting social justice in education? In what ways McLaren, Giroux and Apple conceptualize the role of teacher and student, and the issue of power and domination in education? How do critical consciousness, critical thinking and critical action address in education along with implications for teaching and learning practices? These questions are the main concerns to be discussed through this paper. Critical pedagogy is the philosophy of education that develops the learners to critique regarding the structures of power and oppression and it also shows the social movement that combines education with critical theory. Similarly, it is a theory of education that focuses on the relationship between power, knowledge and social justice. This review paper attempts to explore the contribution of critical pedagogy in addressing social inequality and promoting social justice in education. It is qualitative in nature. It adopts the analysis of documents from books and journal articles related to the critical pedagogy. This review paper concludes that critical pedagogy as a revolutionary approach to education to combat various diverse types of oppression. Through critical analysis and questioning of social inequalities, the development of a sense of agency, and participation in transformational action for a more just and equitable society are all goals of critical pedagogy.
Published in | Advances (Volume 5, Issue 3) |
DOI | 10.11648/j.advances.20240503.12 |
Page(s) | 77-83 |
Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Critical Pedagogy, Critical Consciousness, Forms of Oppression, Social Justice, Social Inequality
[1] | Abednia, A., & Izadinia, M. (2013). Critical pedagogy in ELT classroom: Exploring contributions of critical literacy to learners’ critical consciousness. Language Awareness, 22(4), 338-352. |
[2] | Apple, M. W. (2004). Cultural politics and the text. The RoutledgeFalmer reader in sociology of education, 179-195. |
[3] | Bradshaw, A. C. (2017). Critical pedagogy and educational technology. Culture, learning and technology: Research and practice, 8-27. |
[4] | Campos e Lopes, A. P. (2023). Critical consciousness in engineering education: going beyond critical thinking in mathematical modeling. European Journal of Engineering Education, 1-24. |
[5] | Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In Handbook of research in second language teaching and learning (pp. 931-949). Routledge. |
[6] | Darling-Hammond, L. (2013). Performance-based assessment and educational equity. In Transforming curriculum for a culturally diverse society (pp. 245-272). Routledge. |
[7] | Dee, T. S., & Penner, E. K. (2017). The causal effects of cultural relevance: Evidence from an ethnic studies curriculum. American Educational Research Journal, 54(1), 127-166. |
[8] | Duncan-Andrade, J. M. R., & Morrell, E. (2008). The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools (Vol. 285). Peter Lang. |
[9] | Giroux, H. A. (2003). Critical theory and educational practice. (No Title). |
[10] | Heberle, A. E., Rapa, L. J., & Farago, F. (2020). Critical consciousness in children and adolescents: A systematic review, critical assessment, and recommendations for future research. Psychological Bulletin, 146(6), 525. |
[11] | Kincheloe, J. L., McLaren, P., & Steinberg, S. R. (2011). Critical pedagogy and qualitative research. The SAGE handbook of qualitative research, 4. |
[12] | McDonald, K. E., Keys, C. B., & Balcazar, F. E. (2007). Disability, race/ethnicity and gender: Themes of cultural oppression, acts of individual resistance. American Journal of Community Psychology, 39, 145-161. |
[13] | McInerney, P. (2009). Toward a critical pedagogy of engagement for alienated youth: Insights from Freire and school-based research. Critical studies in education, 50(1), 23-35. |
[14] | McLaren, P. (2002). Critical pedagogy: A look at the major concepts. Routledge/Falmer Press. |
[15] | McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education. Routledge. |
[16] | McLaren, P. (2016). Critical pedagogy. This fist called my heart: the Peter McLaren reader, 1, 27. |
[17] | Meir, D. (2022). A qualitative systematic review of critical pedagogy in Physical Education and Sport for Development: exploring a dialogical and critical future for Sport for Development pedagogy. Sport, Education and Society, 27(3), 300-319. |
[18] | Nash, J. C. (2008). Re-thinking intersectionality. Feminist review, 89(1), 1-15. |
[19] | Rychly, L., & Graves, E. (2012). Teacher characteristics for culturally responsive pedagogy. Multicultural Perspectives, 14(1), 44-49. |
[20] | Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer assisted learning, 26(1), 65-73. |
[21] | Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal?: An introduction to key concepts in social justice education. Teachers College Press. |
[22] | Smyth, J., Down, B., McInerney, P., & Hattam, R. (2014). Doing critical educational research: A conversation with the research of John Smyth. Peter Lang New York. |
[23] | Sperrazza, L., & Raddawi, R. (2016). Academic writing in the UAE: Transforming critical thought in the EFL classroom. Teaching EFL writing in the 21st century Arab world: Realities and challenges, 157-187. |
[24] | Tyler, C. P., Olsen, S. G., Geldhof, G. J., & Bowers, E. P. (2020). Critical consciousness in late adolescence: Understanding if, how, and why youth act. Journal of Applied Developmental Psychology, 70, 101165. |
[25] | Zembylas, M. (2018). Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy. Review of Education, Pedagogy, and Cultural Studies, 40(5), 404-421. |
APA Style
Lamsal, H. L. (2024). Critical Pedagogy in Addressing Social Inequality and Promoting Social Justice in Education. Advances, 5(3), 77-83. https://doi.org/10.11648/j.advances.20240503.12
ACS Style
Lamsal, H. L. Critical Pedagogy in Addressing Social Inequality and Promoting Social Justice in Education. Advances. 2024, 5(3), 77-83. doi: 10.11648/j.advances.20240503.12
AMA Style
Lamsal HL. Critical Pedagogy in Addressing Social Inequality and Promoting Social Justice in Education. Advances. 2024;5(3):77-83. doi: 10.11648/j.advances.20240503.12
@article{10.11648/j.advances.20240503.12, author = {Hiranya Lal Lamsal}, title = {Critical Pedagogy in Addressing Social Inequality and Promoting Social Justice in Education }, journal = {Advances}, volume = {5}, number = {3}, pages = {77-83}, doi = {10.11648/j.advances.20240503.12}, url = {https://doi.org/10.11648/j.advances.20240503.12}, eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.advances.20240503.12}, abstract = {How can critical pedagogy contribute in addressing social inequality and promoting social justice in education? In what ways McLaren, Giroux and Apple conceptualize the role of teacher and student, and the issue of power and domination in education? How do critical consciousness, critical thinking and critical action address in education along with implications for teaching and learning practices? These questions are the main concerns to be discussed through this paper. Critical pedagogy is the philosophy of education that develops the learners to critique regarding the structures of power and oppression and it also shows the social movement that combines education with critical theory. Similarly, it is a theory of education that focuses on the relationship between power, knowledge and social justice. This review paper attempts to explore the contribution of critical pedagogy in addressing social inequality and promoting social justice in education. It is qualitative in nature. It adopts the analysis of documents from books and journal articles related to the critical pedagogy. This review paper concludes that critical pedagogy as a revolutionary approach to education to combat various diverse types of oppression. Through critical analysis and questioning of social inequalities, the development of a sense of agency, and participation in transformational action for a more just and equitable society are all goals of critical pedagogy. }, year = {2024} }
TY - JOUR T1 - Critical Pedagogy in Addressing Social Inequality and Promoting Social Justice in Education AU - Hiranya Lal Lamsal Y1 - 2024/09/20 PY - 2024 N1 - https://doi.org/10.11648/j.advances.20240503.12 DO - 10.11648/j.advances.20240503.12 T2 - Advances JF - Advances JO - Advances SP - 77 EP - 83 PB - Science Publishing Group SN - 2994-7200 UR - https://doi.org/10.11648/j.advances.20240503.12 AB - How can critical pedagogy contribute in addressing social inequality and promoting social justice in education? In what ways McLaren, Giroux and Apple conceptualize the role of teacher and student, and the issue of power and domination in education? How do critical consciousness, critical thinking and critical action address in education along with implications for teaching and learning practices? These questions are the main concerns to be discussed through this paper. Critical pedagogy is the philosophy of education that develops the learners to critique regarding the structures of power and oppression and it also shows the social movement that combines education with critical theory. Similarly, it is a theory of education that focuses on the relationship between power, knowledge and social justice. This review paper attempts to explore the contribution of critical pedagogy in addressing social inequality and promoting social justice in education. It is qualitative in nature. It adopts the analysis of documents from books and journal articles related to the critical pedagogy. This review paper concludes that critical pedagogy as a revolutionary approach to education to combat various diverse types of oppression. Through critical analysis and questioning of social inequalities, the development of a sense of agency, and participation in transformational action for a more just and equitable society are all goals of critical pedagogy. VL - 5 IS - 3 ER -