Abstract:
Education, by regarding the social and critical elements can be traced back to the 20th century. Critical pedagogy was started out of the need of reforming education in a way that it would acknowledge the influence of the present social and political elements in each and every educational context. Some critical theorists applied ideas in critical theories to education in the society. In this regard, social pedagogy describes a holistic and relationship-centered way of working in care and educational settings with people across the course of their lives. In actual fact politically and socially engaged critiques of power in everyday life, communities, and institutions are exactly what are needed to develop critical and social pedagogies in language education. This paper aims to study descriptively about the sociological effect of critical and social pedagogy on young learners' English education.
Machine summary:
In actual fact politically and socially engaged critiques of power in everyday life, communities, and institutions are exactly what are needed to develop critical and social pedagogies in language education.
This paper aims to study descriptively about the sociological effect of critical and social pedagogy on young learners' English education.
In the light of Critical Pedagogy (CP), education, including English Language Teaching (ELT), takes on a new dimension, which is the sociopolitical aspect (Giroux, 2010).
Critical pedagogy in literature, has been given different titles, such as "critical work", transformative pedagogy" (Pennycook, 1999), "participatory approach" (Auerbach, 1993), "emancipatory literacy" (Wink,1997), "critical education" (Apple, 1999), "pedagogies of resistance (Aronowitz and Giroux, 1985), libratory teaching (Shor, 1987), radical pedagogy (Hooks, 1989), post-modern pedagogy (Giroux, 1992), border pedagogy (Giroux and McLaren, 1994), and pedagogies of possibility (Simon, 1987)," (In Canagarajah, 1999, p.
As Santana-Williamson (2000) puts it: "Critical pedagogy was started out of the need of reforming education in a way that it would acknowledge the influence of the social and political elements existent in each and every educational context".
Apart from the fact that critical pedagogy is not used practically in language classrooms, only few research has been done to investigate the issue (Akbari, 2008; Sadeghi, 2009; Kasaian and Subbakrishna, 2011; Aliakbari and Faraji, 2011; Rashidi and Safari, 2011).
Despite the fact that it underpins much work with children and young people in many European countries, social pedagogy remains a term which continues to be poorly understood in English-speaking countries (Smith & Whyte, 2008).