Critical Pedagogy: A Look at the Major Concepts

This article was jam packed with so many helpful definitions, explanations, and concepts that have better shaped what I know and understand about critical pedagogy. I came in with hardly any background and a small comprehension of what pedagogy is and means to me as a future teacher. I am excited to explore, adapt, and use the movement as I grow in my career.

McLaren reminded me of how much influence a teacher truly has on their students, and what you say to them and how you treat them can leave a lasting impact in their life. The problem is, there are so many elements (society, politics, sexism, racism, social class, language, prejudices, etc.) that get in the way, and leave preconceived notions on a students mind before even entering your class, that it seems unfeasible to ensure that your students are being fostered intellectually in a healthy learning environment. McLaren writes, “There is no privileged sanctuary separate from culture and politics where we can be free to distinguish truth from opinion, fact from value, or image from interpretation. There is no “objective” environment that is not stamped with social presence” (70). It is impossible for us to escape the ever-present problems that face our students in our world, society, and classroom. No only that, but we as people (in our everyday life) often do things without even fully understanding the weight it may have on children. Why do girls feel like they are not as adequate enough to be in science club with the boys? Why do children who live in the “ghetto” feel less inclined to go to college, or even graduate from high school? McLaren clearly and bluntly blames you and me.

Society, and the type of influence it has on children, is one of the largest factors in a students desire and ability to freely learn. It is so incredibly important for me to break down as many barriers as I possibly can when I step into my classroom. To make underprivileged students feel like they can be successful in all areas of life, to eliminate sexist stereotypes, and omit discrimination all together. McLaren tells us that this isn’t really a possibility; but that is the beauty of being a teacher. In reality, you do have a choice in how you treat your students. Race, gender, or social class should have no indignation on who I call on, listen to, or praise more in the classroom. I want to treat my students with the highest form of respect and integrity, because it is evident that when they walk out of my class, society will not always treat them with the same kindness.