Critical Pedagogy and getting involved in class discussions

“There is more than one way to interpret something”, can be described as the root of the definition for critical pedagogy. Critical pedagogy can be thought of as a way to challenge individual thinking and perceptions on a topic. A way to break away from not questioning what is being instructed or discussed. Is an invitation to question, form your own opinions, and speak up. Personal and insightful opinions can be made when the topic of discussion is relatable, therefore, life experiences can be used to further understand, proof or disproof if the evidence that is being provided is sufficient to support the idea that is being presented.

The implementation of critical pedagogy in a classroom allows increase the active involvement of students in a class by inviting them to be part of the conversation. No longer the discussion is unilateral, but bilateral, causing and exchange of ideas to take place. This exchange is inviting and challenging, promoting further inquiry and discussion. Additionally, having a welcoming, and respectful environment allows to bring and incorporate into the discussion other topics that may not be traditionally discussed (e.g., race, inequity, privilege, identity, and more) and incorporate them in the conversation and address the role they may play in the topic of discussion.

One Reply to “Critical Pedagogy and getting involved in class discussions”

  1. I agree with your idea that “there is more than one way to interpret something”. Sometimes critical education and critical discussion deal with uncomfortable issues. However, I believe different ideas should be shared and opened to others. Critical education environments would build a constructive and positive environment that students raise their questions without fear or inconvenience feeling.

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