A Modest Critical Pedagogy for English as a Foreign Language Education
This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a â€œmodest critical pedagogyâ€ (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on â€œwhat we expect students to do and what we as educators doâ€ (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.
Copyright (c) 2017 Mi Kyong Kim, Viki Ann Pollard
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