Critical education begins with students exploring their own reality, sharing their experiences and linking those to the larger socio-political context around them. Addressing issues that affect their daily lives, the assumption is that students are likely to become more engaged in what they are learning and in that way become more critically conscious. Yet, as Ochoa and Pineda (2008) point out, we as critical educators have to be aware of the realities of power, privilege and exclusion, and how they might be reproduced in the classroom environment. As educators we are in a position of privilege, yet we are often unaware of it and therefore forget the need to address it in our classrooms. However, we need to first be aware of and understand our power, be willing to raise questions about discrimination and privilege, and hear the responses so that we are prepared to address it with our students.
Incorporating the tools of critical pedagogy as Ochoa and Pineda (2008) note, is not enough. Even when we do so, we must remember that the students present do not experience the space created in the same way. Delpit (1998) elaborates on this point, explaining that people of color often view issues of power and authority very differently than those from mainstream middle-class backgrounds. Therefore, simply encouraging participation or critical questioning without reflecting on the previous experience of students ignores the realities which exist outside the classroom and assume that all those present are coming in on equal footing.
As educators, finding ways to deconstruct traditional schooling is an important step in addressing the challenges with incorporating critical pedagogy in the classroom - while not easy, it is vital. We must be open with the knowledge that the classroom is not a neutral space, and use it to together with our students work to understand and where possible dismantle the inequality and exclusion present. Not an easy task, but I hope one we can continue to work towards.
Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s
children. Harvard Educational Review, 58(3), p 280-298. Retrieved from:
http://eledu.net/rrcusrn_data/Silenced%20Dialogue%20by%20L%20Delpit.pdf
Ochoa, G.L. & Pineda, D. (2008). Radical History Review, 102, 45-62
Incorporating the tools of critical pedagogy as Ochoa and Pineda (2008) note, is not enough. Even when we do so, we must remember that the students present do not experience the space created in the same way. Delpit (1998) elaborates on this point, explaining that people of color often view issues of power and authority very differently than those from mainstream middle-class backgrounds. Therefore, simply encouraging participation or critical questioning without reflecting on the previous experience of students ignores the realities which exist outside the classroom and assume that all those present are coming in on equal footing.
As educators, finding ways to deconstruct traditional schooling is an important step in addressing the challenges with incorporating critical pedagogy in the classroom - while not easy, it is vital. We must be open with the knowledge that the classroom is not a neutral space, and use it to together with our students work to understand and where possible dismantle the inequality and exclusion present. Not an easy task, but I hope one we can continue to work towards.
Delpit, L.D. (1988). The silenced dialogue: Power and pedagogy in educating other people’s
children. Harvard Educational Review, 58(3), p 280-298. Retrieved from:
http://eledu.net/rrcusrn_data/Silenced%20Dialogue%20by%20L%20Delpit.pdf
Ochoa, G.L. & Pineda, D. (2008). Radical History Review, 102, 45-62