Agreeing that the key objective of a teacher is to educate and prepare students to being informed citizens in a democratic society, critical pedagogy aims to fulfill this objective. Critical pedagogy considers the methods on which education can equip individuals with the various tools to better themselves and also strengthen democracy so as, a more egalitarian society would be created. Culture is central to any learning process; it not only plays the role of communication but also aids an individual in the thinking process. To achieve a culturally responsive learning environment, different strategies may be applied which ranges from democracy pedagogy and applying the Two-perspective learning process.
Democracy pedagogy is designed to for self and social change to an individual. It is more of a multicultural democracy program for schools and is mostly student-centered. This is a valuable tool in fostering for a culturally responsive learning environment since democratic pedagogy gives students the opportunity to have their views and voices heard and to build on their previous interests and experiences for their continued growth. Teachers become facilitators who assist students share their experiences and learn from each other through encouraging for dialogue between students, administration and the teaching staff. Other strategies such as using the two perspective approach which focuses more on transformational and transmission philosophy exists and aids in making the student a critical thinker. This strategy makes transformational philosophy stand out more than its transmission counterpart as it is the type of cultural learning that changes the student who eventually transforms the society.
While trying to incorporating critical pedagogy in our education system, democratic theory is equally essential and should not be left out. This two-way, dialectic process is vital to any teacher who aims at improving his /her cultural responsive strategies. These frameworks can guide to serve as the learning principles which eventually leads to openness, equity and respectful dialogue among the students.
References
Giroux, H. A. (2005). Schooling for democracy: Critical pedagogy in the modern age (p. 215). London: Routledge.
Kincheloe, J. L., & McLaren, P. (2007). Critical pedagogy: Where are we now?. New York: P. Lang.
Mary.D(2009), Art and Education,Critical Democratic Pedagogy, http://www.artandeducation.net/paper/radical-educational-policy-critical-democratic-pedagogy- and-the-reinfusion-of-the-arts-in-secondary-schools/ Retrieved March 29, 2013Bottom of Form
Yannuzzi, T. J. (2007). A communication perspective on critical pedagogy in professional and management education: A cross cultural look into self-serving constructions of everyday problematic events.
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