{"id":520,"date":"2024-06-19T15:56:40","date_gmt":"2024-06-19T14:56:40","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/equalities\/?page_id=520"},"modified":"2025-09-12T17:10:57","modified_gmt":"2025-09-12T16:10:57","slug":"critical-pedagogy-and-critical-literacy","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/equalities\/test-pl\/critical-pedagogy-and-critical-literacy\/","title":{"rendered":"Critical Pedagogy and Critical Literacy"},"content":{"rendered":"

This page contains a brief summary of these two concepts. Fife employees can access a self-led\u00a0 Professional Learning Module<\/a><\/strong> on the Fife Intranet.<\/p>\n

Critical Pedagogy<\/strong> is an important framework and tool for teaching and learning because it:<\/span>\u200b<\/p>\n

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  1. \u00a0recognizes systems and patterns of oppression within society at-large and education more specifically, and in doing so, decreases oppression and increases freedom\u200b<\/em><\/li>\n
  2. \u00a0empowers students through enabling them to recognize the ways in which “dominant power operates in numerous and often hidden ways\u200b<\/em><\/li>\n
  3. \u00a0offers a critique of education that acknowledges its political nature while spotlighting the fact that it is not neutral\u200b<\/em><\/li>\n
  4. \u00a0encourages students and instructors to challenge commonly accepted assumptions that reveal hidden power structures, inequities, and injustices<\/em>\u200b<\/li>\n<\/ol>\n

    From\u00a0<\/span>Harvard Research Guide: Critical Pedagogy<\/span><\/a>\u200b<\/p>\n

    Critical pedagogy is based on Critical Theory. Critical theory is any approach to humanities and social philosophy that focuses on <\/span>society and culture to attempt to reveal, critique and challenge power structures.<\/span>\u200b<\/p>\n

    In its modern interpretation, Critical Pedagogy developed from the work of Paolo Freire and Henry Giroux. It is the belief that the core <\/span>purpose of education is to empower learners to be critical thinkers<\/strong>. Critical thinkers are more likely\u00a0to connect their own problems\u00a0<\/span>and experiences to the wider social contexts around them. Freire calls this ‘critical\u00a0<\/span>consciousness<\/span>‘ and makes it a core aim of\u00a0<\/span>education. In line with the GTCS professional standards, teaching is<\/strong> held to be an act\u00a0of environmental, economic and social\u00a0<\/strong><\/span>justice<\/strong>, therefore these issues cannot be separated from the curriculum.\u00a0\u00a0<\/span>\u200b<\/p>\n

    In age and stage appropriate contexts, critical pedagogy will often explore<\/span>\u200b<\/p>\n

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    1. \u00a0Power structures<\/span>\u200b<\/li>\n
    2. \u00a0Patterns of inequality<\/span>\u200b<\/li>\n
    3. \u00a0Oppressive acts and systems<\/span>\u200b<\/li>\n
    4. \u00a0Social movements<\/span>\u200b<\/li>\n
    5. \u00a0Political acts<\/span>\u200b<\/li>\n<\/ol>\n

      This can be as simple as identifying an issue with litter in the school playground and acting to address it through\u00a0<\/span>awareness campaigns and fundraising for bins etc. However, it could also be identifying examples of injustice in local, national <\/span>or global society and getting involved with campaigns to address this. Thinking about the three types of curricula can help with this (hover for an example):<\/span><\/p>\n

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