What the Heck is Critical Pedagogy?

Before reading the article "Critical Pedagogy in an Urban High School English Classroom," I had never heard the term "critical pedagogy." After going through the article, however, I realized just how important this concept is for me as a future educator. The idea that an approach to education should be one that includes marginalized populations and sparks dialogue (instead of "one-way transmission of knowledge) is one that I hope to instill in my students (1). It is crucial to recognize and "honor the existential experiences" (4) through teaching canonical literature alongside complementary art mediums such as film, music, art, etc. In doing so, we as teachers are better meeting the needs and learning styles of our class. Pedagogy is rooted in developing a sense of empowerment in students. My goal for my students is to exercise autonomy in their education.

The part of the article I found most interesting was when Duncan-Andrade and Morrell discussed the dialectical cycle of reading the word (literature) in order to inform perceptions of the world (9). Each student should be able to walk away from their literature classes knowing that the purpose of literature is not to simply read "fairytales." They should walk away with the knowledge that the themes, ideas, arguments, etc. of the literature they have read can and should inform their understanding of the world.

I see many instances where high schools today simply stop at discussion. They toss around ideas in groups or as a whole class and never put them into action. I believe that this approach is a disservice to students. They should know the importance and even more, the applicability of the concepts being taught in class. Duncan-Andrade and Morrell argue for a more active approach to teaching that causes students to involve themselves more in their education through putting their knowledge of concepts into action (14).