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Critical Pedagogy is a term that refers to a whole range of educational theories that emphasize the need for the learner to be critically conscious about the process, purpose, and relevance of learning. Many of the key concepts of critical pedagogy are derived from a few major educational philosophers like Paulo Friere, John Dewey, and Lev Vygotsky. In this column, we are presenting a reading from the famous book Pedagogy of the Oppressed by Freire in which he critiqued traditional systems of education as mainly an act of 'banking' or depositing of information by teachers into the heads of students as passive learners. As a more progressive, humanitarian, and democratic alternative, Freire proposed the idea of . . . read more here


There are three items in this issue, based on our decision to present a few thematically related columns so there is one key idea on which we can discuss/share our ideas. This time, the first column is an excerpt from Friere's book Pedagogy of the Oppressed (alternatively, we will present articles from academic/professional sources or maybe a book review in this section); the second one is an anecdote shared by a teacher (please consider sharing your anecdote with Ghanashyam Sharma, pphyak@gmail.com or bal.kri.sarma@gmail.com, for the next month); the third one is a more lightweight type of material, a teacher's joke that might be relevant/interesting teachers. 


Excerpt fromPaulo Friere (Jan 2009)


Teacher's anecdote (Jan 2009)


Teacher's humour (Jan 2009)


We request you to share your ideas on how critical pedagogy might be relevant in the context of ELT in Nepal, how we could implement the ideas of critical pedagogy on small scales in our classrooms, and how critical pedagogy might make our day to day teaching more effective (besides empowering students as more conscious citizens in the long term). Please share your ideas via NELTA email nelta_mail@yahoogroups.com.


Please suggest a theme for February by email to pphyak@gmail.com or bal.kri.sarma@gmail.com.

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