Critical Pedagogy at the Undergraduate Level Classrooms in Bangladesh: Theory and Practice

International Journal of Humanities and Social Science

© 2020 by SSRG - IJHSS Journal

Volume 7 Issue 2

Year of Publication : 2020

Authors : Prodip Kumar Adhikari , Md. Eaqub Ali

10.14445/23942703/IJHSS-V7I2P109

How to Cite?

Prodip Kumar Adhikari , Md. Eaqub Ali, "Critical Pedagogy at the Undergraduate Level Classrooms in Bangladesh: Theory and Practice," SSRG International Journal of Humanities and Social Science, vol. 7,  no. 2, pp. 53-61, 2020. Crossref, https://doi.org/10.14445/23942703/IJHSS-V7I2P109

Abstract:

This study was attempted to understand the intensity of teachers’ affiliation with Paulo Freire’s theory ‒ critical pedagogy’ and see the propensity for using the major principles of it at the undergraduate level classrooms in Bangladesh. It also focused on comprehending how and to what extent learners responded to the basic tenets of critical pedagogy. The study found that critical pedagogy was persistently used in multidisciplinary classroom situations in Bangladesh though the teachers were not oriented with adequate institutional training. By increasing learners’ awareness of critical thinking, offering inclusive classroom situations, maximizing students’ active participations and promoting learners’ intent to fight against any authority in the classrooms, promoting social-justices etc., teachers showed constructive reflections of critical pedagogy even in the EFL context of the post independent Bangladesh. A set of questionnaire including 23 independent variables was used for data collection. Thirty two teachers from eleven departments of Islamic University, Bangladesh were chosen for sampling. A mixed method comprising of qualitative and quantitative ones was used for study. Sources were cited sincerely.

Keywords:

Critical pedagogy, banking model, critical thinking, Islamic University, EFL & ESL contexts.

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