Some Critical Thinking on Paulo Freire’s Critical Pedagogy and Its Educational Implications

Shih, Yi-Huang

doi:10.5539/ies.v11n9p64

Cited by 27 publications

(35 citation statements)

References 12 publications

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“…The nature of participatory action research -photovoice, specifically -is in line with the three explored theoretical frameworks. Freire's critical pedagogy posits that learning should be dialogic so that authority figures do not oppress student voice (Shih, 2018).…”

Section: Chapter 5: Discussionmentioning

confidence: 99%

“…Critical pedagogy is rooted in the belief that education is a key factor in cultivating a society that is democratic, just, and free (Shih, 2018). It focuses on how making individualsparticularly those of a low socioeconomic statusmore critical and autonomous can support their liberation (Shih, 2018). Freire believes that "education is the practice of freedom" with the aim of empowerment (Shih, 2018, p. 66).…”

Section: Racism and Power In Educationmentioning

confidence: 99%

“…Freire believes that "education is the practice of freedom" with the aim of empowerment (Shih, 2018, p. 66). As such, according to Shih (2018), Freire contends that teaching and learning should be dialogic and anti-dialectic, as this eliminates the possibility of teachers oppressing student voice with their authority.…”

Section: Racism and Power In Educationmentioning

confidence: 99%

“…Critical pedagogy also addresses education because it explores the tension between freedom and authority, and questions how both can be simultaneously respected. While Freire sees education as the practice of freedom, he also contends that there needs to be limits to such freedom so that the concept of freedom does not become misconstrued as indulgent immorality, and adhering to authority when appropriate can provide a structure in which freedom is properly obtained (Shih, 2018).…”

Section: Racism and Power In Educationmentioning

confidence: 99%

“…Freire's critical pedagogy addresses the importance of agency as it aims to free the oppressed through empowering them to liberate themselves. Without possessing agency, communities can fall into a culture of silence where individuals are dehumanized (Shih, 2018).…”

Section: Importance Of Agencymentioning

confidence: 99%

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Exploring Critical Hope and Agency Through Photovoice

Casalnuovo¹

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There have been multiple studies including youth in participatory action research, and specifically photovoice projects (Wang, 2006). However, little research has been done connecting youth participatory action research to students' hope and sense of agency. There is also a lack of existing studies that assess young students' critical awareness of how social power operates in our culture and in their lives (Christens, Byrd, Peterson, & Lardier, 2018). Photovoice methodology provided eight of my fourth-and fifth-grade students in northern Californiamost of whom live in a predominantly Latinx neighborhood in socioeconomically disadvantaged circumstances, situated within a predominantly white and affluent countywith the opportunity to engage in critical analyses of perceived injustices and their relation to power structures. I conducted a convergent mixed methods study involving the collection, analysis, and interpretation of both qualitative and quantitative data. This study focused on student responses to two question series presented in survey and interview format. It also focused on student experience participating in a photovoice project. To this end, the questions were formed based on the following central questions: (1) How do students perceive structures of power? (2) How do students' perceptions of power impact their agency and hope? (3) How does photovoice methodology impact students' agency and hope? Thank you to my students, whose wisdom and love are deeper than any graduate project could ever bring to light. To my parents, Charlie and Lori Casalnuovo, who continue to teach me about the importance of kindness and justice. To my sister, Elana Ummel, whose tenacity is nothing short of inspirational. To my partner, Darby Radley, who pushes me (through his own actions and words) to continue the fight for equityand quite literally kept me fed throughout the duration of this project. To my colleague, Amanda Brown, for providing me with comic relief and boundless support. To my mentor, Dr. Elizabeth Miller, who is my role model both in teaching and in life. To my second reader, Dr. Katie Lewis, whose thoughtful guidance brought immense pleasure to this process. To my first reader, Dr. Matthew E. Davis, who has transformed my entire philosophy of learning, and whose approach has shown me the healing capacity of education.

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Section: Chapter 5: Discussionmentioning

confidence: 99%

Section: Racism and Power In Educationmentioning

confidence: 99%

Section: Racism and Power In Educationmentioning

confidence: 99%

Section: Racism and Power In Educationmentioning

confidence: 99%

Section: Importance Of Agencymentioning

confidence: 99%

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