Among the many approaches to education, critical pedagogy, as discussed in the works of Paulo Freire (1985) and the critical analysis by Foley, Morris, Gounari, and Agostinone-Wilson (2015), represents education’s role in addressing societal issues, with emphasis on social justice and empowerment. 

Freire’s interview (1985) captures what it means to be an effective teacher. He emphasizes virtues such as humility, patience, tolerance, and the ability to love one’s students as foundational to the teaching process. I believe that these virtues resonate with me as an English literature teacher, as they build trust and promote the student’s active participation in education. Once, in my literature lessons, my students revealed their difficulties in merging two Shakespearean sonnets, and it was a moment when they voiced their doubts as it was supposed to be in the humanized classrooms presented in Freire’s concepts (2018). The merged questions were undoubtedly the most difficult for starters of literature, and it is a crucial area to cover for the university entrance examinations in our country. Even though the school curriculum requests us not to linger in the same lessons for long due to time constraints, I took the liberty to utilize some free time slots to teach the students and to have discussions regarding their doubts, allowing them to enjoy the beauty of the subject. At the same time, they got a chance to understand the poetry in application to the context. This experience taught me more tolerance and patience while showing my utmost concern for my students, resonating with the teacher learner as presented by Freire (1985). 

Freire further explores the characteristics that learners should possess, emphasizing curiosity, a passion for knowledge, and the ability to reflect on their experiences critically. In my experience, these characteristics encourage students to engage with literary texts more deeply and meaningfully, challenging their preconceived notions and encouraging critical thinking. Such an approach aligns with my belief that literature should be an attempt to self-discovery and explore diverse perspectives.

In my perspective, Freire’s (1985) vision of education is striking as it challenges traditional views, highlighting it as a political act, empowerment tool, and artistic event, challenging teachers’ role in shaping students’ critical thinking. This perspective aligns with my belief that literature can serve as a medium for social change, encouraging students to critically engage with the world through the written word.

However, the articles also highlight specific critical pedagogy issues. Critics say critical pedagogues may need more lived experiences to advocate for social justice, particularly those from wealthy backgrounds. They also question the use of sophisticated jargon, the absence of practicality for enacting social change, and the possibility of prejudice and indoctrination in critical pedagogy (Foley et al., 2015). Moreover, Foley et al. (2015) discuss the resistance experienced by educators attempting to practice critical pedagogy. Implementing a critical approach may face resistance from institutions and students accustomed to traditional teaching methods. I have experienced similar situations where many senior teachers shunned the new methods of learning and teaching that I preferred, such as the Universal Design of Learning (UDL) (Capp, 2017). However, I believe that such resistance can be an opportunity for dialogue and growth. By creating an inclusive space for discussion, educators can work with students to address these dilemmas and ultimately create a more participatory learning environment.

In conclusion, the insights from Freire’s interview (1985) and the study of Foley et al. (2015) emphasize the importance of critical pedagogy in education. Among the many positives of philosophy, the focus on critical thinking and the transformational power of education connected with my teaching approach. Even though multiple criticisms can be made on this philosophy, which might not suit certain  neo-liberal and capitalist needs and concepts of the modern world, as Freire envisioned, education is a powerful instrument for cultivating critical awareness, promoting social justice, and allowing students to change their communities.

References

Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791-807. https://doi.org/10.1080/13603116.2017.1325074 

Foley, J. A., morris, D., Gounari, P. & Agostinone-Wilson, A. (2015). Critical education, critical pedagogies, Marxist education in the United States. Journal for Critical Education Policy Studies, 13 (3), 110-144.

Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language Arts, 62(1), 15-21. https://www.jstor.org/stable/41405241

Freire, P., et al. (2018). Pedagogy of the Oppressed (50th anniversary edition). Bloomsbury Academic.