Relevance of Critical Pedagogy in Critical Learning Moments

Abstract

Democratic values are inculcated and practiced in classroom by letting pupil’s voices be heard and shared by teacher to stimulate pupils’ inquisitiveness towards learning. In view of this, Freirean critical pedagogy, through dialogics, advocates a constructive scaffolding of thoughts based on the given knowledge, between teacher and pupil in a classroom. This paper discusses the relevance of such critical pedagogical approach (Freire, 1970) in the existing Indian education system. The unequal positioning of the disadvantaged groups in India further necessitates a deeper pedagogical intervention apart from having just access in our education system to have a just society. Based on the researcher’s field experiences in two schools located in a Muslim ghetto in North East Delhi on Muslim girls’ schooling, researcher used three data componentsclassroom observations, semi-structured interview with teacher, and written responses on – their perception and interaction with a teacher. The paper argues for bringing a dialogic yet critical pedagogical perspective to give Muslim girl students an opportunity to question the realities around them in relation to pupil’s community positioning in the society in general.