What Freirean Critical Pedagogy Says and Overlooks from a Durkheimian Perspective

Abstract: "Critical pedagogy" has become a prevalent grammar furthering the necessity of a change in pedagogy from a banking‐style to problem‐posing approach, which it argues will facilitate students' development of independent values and equip them to lead the liberation of society from authoritarianism into democracy. To achieve this, classrooms need to serve as cultural forums, through which either engaged pedagogy or negotiated authority empowers teachers and students to engage in free dialogues that problematize school textbooks as "cultural politics". This empowerment demands that teachers perform as transformative intellectuals, dedicating themselves to the amelioration of inequity in educational results by reconstructing new texts, making them more accessible to working‐class students. While these theoretical lexicons envision a new perspective for the "educational function", alleviation of the phenomenon of cultural reproduction can only occur if critical pedagogists pay more attent

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Social Inclusion ; 9 (2021) 4 ; 1-11

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Mannheim
• (who): SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
• (when): 2021
• Creator: Chiang, Tien‐Hui

Further information

• DOI: 10.17645/si.v%vi%i.4157
• URN: urn:nbn:de:101:1-2023041408055572813701
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 14.08.2025, 11:00 AM CEST