Critical Pedagogy, Poulo Freire has invented and used the term for the very first time, with the theory of exploited oppressed. The information which is transferred to the public is, first filtered by the dominant class and thus get biased in the favor of the dominants thereafter, it is transferred to the public.
Critical Pedagogy (CP) is an approach to teaching and learning which, enables student to question and challenge domination, the beliefs and practices that dominate. It tries to humanize and empower learners.
Critical pedagogic educator Ira Shor defines critical pedagogy as:
Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional cliches, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse.
Characteristics of Critical Pedagogy
- According to the critical pedagogy, education is inherently political, and any kind of pedagogy should be aware of this fact.
- A social and educational vision of justice and equality should be the basis for any kind of education.
- The liberation from oppression and human suffering should be an important dimension in education.
- Education should promote both emancipatory change as well as the cultivation of the intellect.
- It is focused on dialogue instead on one way knowledge transfer. To bring the awareness process in motion there must be dialogue, because man does not create oneself in silence, but by words, actions and reflection. The use of such a dialogue is the main element in the learning process.
- Alternative of educational banking: Freire criticized the traditional education method of simply depositing knowledge, or what he called the “banking concept of education”; which only strengthens the established order. Instead of communicating with the students, the teacher gives deposits which the students have to patiently receive. As an alternative to the banking model, Freire (1970) proposed a problem posing education which can lead to critical consciousness.