Home⇛World Education Connect Multidisciplinary E-Publication⇛vol. 4 no. 8 (2024)

Freire’s Critical Pedagogy: Step Towards Inclusive Classroom Literacy

Marilyn G. Valdez

Discipline: Education

 

Abstract:

The study utilized the quasi-experimental research approach. The study examined the difference between the pretest and posttest after employing the critical pedagogy. The respondents were the fourth-grade pupils of Manacsac Elementary School for the school year 2022-2023. There were two questionnaires used in the study –the first one used the Phil Iri to measure the reading level and the second was the self-made questionnaire employing the critical pedagogy. The study found out that most of the Grade 4 pupils are categorized as frustration in reading before employing the intervention, while they demonstrated independence in reading after employing critical pedagogy. Additionally, teachers continued that the implementation of critical pedagogy in the classroom is very effective. Lastly, the study revealed that there is a significant difference between the Grade 4 pupils’ performance in reading after employing Freire’s Critical Pedagogy in the classroom. It is recommended that workshops or information sessions for parents be organized to enhance their participation in assisting their children to read. Likewise, encourage the teachers to design lessons that promote critical thinking, analysis, and reflection, aligning with Freire’s emphasis on dialogue and questioning oppressive structures. Strengthen a systematic monitoring at learners’ reading levels. Regular evaluation can help identify areas of success and potential challengers, allowing for timely adjustments and improvements in the critical pedagogical approach.



References:

  1. Abuhasnah, R. (2015). Collaborative Strategic Reading (CSR): A Comprehension Strategy to Enhance Content Area Learning. https://www.edutopia.org/discussion/collaborative-strategic-reading-csr-comprehension-strategy-enhance-content-area-learning
  2. Adams, M. J. (2000). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  3. Banks, J. A. (2008). Diversity and citizenship education: Global perspectives. San Francisco, CA: Jossey-Bass.
  4. Bentley, Michael. 1999. Ignorance, Illiteracy, and the Culture of Silence. Cambridge: Cambridge University Press.
  5. Bergmann, J., & Sams, A. (2012). Flipping the classroom: How a blended learning approach changes classroom dynamics. Educational Leadership, 70(6), 16-20.
  6. Chapman, J. W., & Tunmer, W. E. (2003). Educational psychology. Westport, CT: Praeger Publishers.
  7. Cammarota, J. (2007). Hollow visions: Intellectuals and professionals in the struggle for democracy. Lanham, MD: Rowman & Littlefield Publishers.
  8. Cola, S., Suárez, W., Chimbo, M., Vera-de la Torre, A. (2021). Self-monitoring Strategies to Enhance English Reading Comprehension Skills. In: Auer, M.E., Rüütmann, T. (eds) Educating Engineers for Future Industrial Revolutions. ICL 2020. Advances in Intelligent Systems and Computing, vol 1329. Springer, Cham. https://doi.org/10.1007/978-3-030-68201-9_68
  9. Currell, J. (2020). Paulo Freire: The Pioneer of Critical Pedagogy. https://mathsnoproblem.com/blog/teaching-practice/paulo-freire-pioneer-of-critical-pedagogy
  10. Evertson, C. M., & Weinstein, C. S. (2006). Effective classroom management strategies and their impact on classroom dynamics. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 39-43.
  11. Florian, Lani, and Kristine Black-Hawkins. "Exploring Inclusive Pedagogy." British Educational Research Journal 37, no. 5 (2011): 813-828. London: Routledge.
  12. Freire, P. (1970). Pedagogy of the oppressed. In UK: Penguin Books. Penguin Books. https://scholar.google.com/scholar_lookup?title=Pedagogy%20of%20the%20oppressed&author=Freire&publication_year=
  13. Garner, B. R. (2008). Research on the diffusion of evidence-based treatments within substance abuse treatment: A systematic review. Journal of Substance Abuse Treatment, 36(4), 376-399.
  14. Gebhard, J. G. (2004). An evolving curriculum for an evolving profession. Alexandria, VA: TESOL Publications.
  15. Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling, a critical reader. West view Press Retrieved from http://www.osea-cite.org/class/SELT.pdf
  16. Gokhale, A. A. (1995). The role of collaborative learning in changing classroom dynamics. Journal of Education for Business, 70(4), 219-224.
  17. Grinshaw, S., Dungworth, N., McKnight, C., & Morris, A. (2007). Electronic books: Children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583-599
  18. Horton, M. & Freire, P. (1990). We make the road by walking: Conversations on education and social change ( B. Bell, J. Gaventa & and J. Peters , Eds. ). Temple University Press Retrieved from http://impedagogy.com/wp-content/uploads/2016/
  19. Johnson, D. W., & Johnson, R. T. (2009). The impact of technology on classroom dynamics and student learning. Journal of Social Issues, 65(1), 91-112.
  20. Kincheloe, J. L., & McLaren, P. (Eds.). (2005). Rethinking critical theory and qualitative research. New York, NY: Routledge.
  21. Ladson-Billings, G. (2004). "Just What is Critical Race Theory and What's it Doing in a Nice Field Like Education?" In L. Parker, D. Deyhle, & S. Villenas (Eds.), Race Is..Race Isn't: Critical Race Theory and Qualitative Studies in Education (pp. 7-30). Westview Press.
  22. Loreman, T., & Deppeler, J. (2001). The dynamics of inclusive classrooms: How inclusion changes classroom interaction. International Journal of Inclusive Education, 5(2-3), 167-177.
  23. Mahmoudi, A., Khoshnood, A. & Babaei, A. (2014). Paulo Freire critical pedagogy and its implications in curriculum planning. Journal of education and practice 5(14), 86–93.
  24. Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
  25. Nixon-Ponder, S. (1995). Using Problem-Posing Dialogue: In Adult Literacy Education. Adult Learning 7(2), 10–12. Retrieved from https://dx.doi.org/10.1177/104515959500700206 10.1177/104515959500700206
  26. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. AdLit.
  27. Ramos, M.B. (2005). Paulo Freire Pedagogy of the Oppressed. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
  28. Rasinski, T., Padak, N., McKeon, C. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005). Is reading fluency a key for successful high school reading? Journal of Adolescent & Adult Literacy, 48(1), 22-27.
  29. Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T., & Pianta, R. C. (2005). The contribution of classroom setting and quality of instruction to children's behavior in kindergarten classrooms. The Elementary School Journal, 105(4), 377-394.
  30. Shanahan, T. (2012). Best practices in reading: A 21st-century skill update. Reading Rockets. Retrieved from Reading Rockets
  31. Wingate, U. (2018). Academic literacy and student diversity: The case for inclusive practice. Bristol, UK: Multilingual Matters.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic