Pedagogy for Freedom: Interpretation of Henry Giroux’s Critical Pedagogy
DOI:
https://doi.org/10.23918/ijsses.v12i3p13Keywords:
Critical Theory, Pedagogical Implications, Pedagogical Goals, Pedagogical Principles, Henry GirouxAbstract
Education has always been a fundamental concern among philosophers and scholars, evolving significantly with the advent of new schools of thought, such as pragmatism and postmodernism. In the postmodern era, the emergence of critical thinking in education has become particularly crucial. Henry Giroux, a prominent contemporary theorist of postmodernism, advocates for an educational framework where politics, ethics, and culture are central. This study examines Giroux’s critical pedagogy, specifically focusing on its implications for educational goals and principles and the roles of teachers and students. Through a descriptive-analytical method, the research explores key concepts like “liberatory pedagogy” and “border pedagogy,” highlighting how Giroux’s ideas challenge traditional educational practices and promote a curriculum that empowers students as active, engaged citizens. This paper contributes to the discourse on educational reform by demonstrating how critical pedagogy can act as a catalyst for social change.
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