Critical pedagogy practice specifics with adolescents

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sibela Pinchot (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Silvia Bettez

Abstract: This dissertation examines how five self-identified critical pedagogues of adolescent students enact critical pedagogy in their classroom in a summer school program for gifted students. Critical pedagogy is grounded in a social and educational vision of justice and equity that encourages students and teachers to develop an understanding of the interconnecting relationship between ideology, power, and culture. Critical pedagogy challenges us to identify, engage, and critique (so as to transform) any existing undemocratic social practices and institutional structures that produce and sustain inequalities and oppressive social identities and relations. Data consisted of individual teacher interviews, class observations, student work, and student group interviews. Data suggested that the school administration provided teachers with the freedom to create and enact critical lessons while bringing awareness to students on issues facing their schools, communities and the world.The results of this research inform the development of critical pedagogy teaching practices in a secondary school with a predominantly privileged student population. In addition, it provides fertile ground for theorizing about the strategies used by secondary school teachers and the role of critical pedagogy in addressing issues of power, equity and social justice.

Additional Information

Language: English
Date: 2017
Critical Pedagogy, Democratic Classroom, Dialogue, Funds of Knowledge, The power of the Arts
Critical pedagogy
Progressive education
Education, Secondary $x Social aspects
Arts $x Study and teaching (Secondary)
Critical thinking $x Study and teaching (Secondary)

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