A significant contribution of critical pedagogy in educational setup for the betterment in student learning outcomes and academic excellence

Abstract

Critical pedagogy (CP) is crucial in Pakistan as it links classroom teaching to the larger socio-cultural context. It promotes critical consciousness among students, empowering them to challenge oppressive societal norms and widely accepted dogmas. Although some schools and educational systems exhibit a solid understanding and practice of critical pedagogy, its full implementation and broader application remain aspirations yet to be realized. In this study, the researchers apply Paulo Freire's framework to discuss critical pedagogy within the Pakistani context. They observed ten second language teachers over six months across various regions of Pakistan to examine their teaching practices. The findings indicate that, despite its potential, critical pedagogy is significantly under-researched and infrequently practiced in the country. As a result, the researchers aim to investigate the power structures inherent in Pakistan's sociopolitical landscape and their influence on pedagogical conditions. Through this exploration, they intend to develop guidelines and recommendations to enhance the application of critical pedagogy in language classrooms throughout Pakistan.