In the last three chapters Crookes (2013) gives us a big picture view of education as a political enterprise and the role of educators within this enterprise. The question that stood out for me in this reading was whether we are imposing our views on students, indoctrinating or convincing them to take on our world view. I think if we are true to the principles of critical pedagogy then we are not doing this at all. As educators, our role is not to tell students what to think but how to think for themselves (produce critical thinkers). While we can share our thoughts we are also there to provide space for critical and diverging opinions to be expressed, listened to and given due consideration.
Crookes (2013) cautions us that while this may sound good and rational, implementation can be risky. This is especially true in environments where tradition dominates thinking and critical thinking while talked about in broad terms, is not actually encouraged. Change is tricky and resistance will always be present for teachers who are working to shift the status-quo and try something new. Nevertheless, Crookes (2013) urges us to continue to push the boundaries and rise to the challenge. We owe it to our students.
Crookes, G.V. (2013). Critical ELT in action: foundations, promises, praxis. Ch. 7-9.
Crookes (2013) cautions us that while this may sound good and rational, implementation can be risky. This is especially true in environments where tradition dominates thinking and critical thinking while talked about in broad terms, is not actually encouraged. Change is tricky and resistance will always be present for teachers who are working to shift the status-quo and try something new. Nevertheless, Crookes (2013) urges us to continue to push the boundaries and rise to the challenge. We owe it to our students.
Crookes, G.V. (2013). Critical ELT in action: foundations, promises, praxis. Ch. 7-9.