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What struck me the most about this reading was how deeply the definition of critical pedagogy is in flux and debated, and yet how that is also a key element of the methodology itself. It seems like one of the main stumbling blocks with this kind of pedagogy is a consistent need by instructors to create a finalized 'version' of critical pedagogy.

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What was good about the reading? Remembering the "actual conditions of everyday life"

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What was good about the reading? Remembering the "actual conditions of everyday life"

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The authors sense that critical pedagogy is dynamic and fluid. The issues of ecology, geopolitics, and growing socio-economic disparity as a few examples of change in the last decade, require the critical pedagogue to stay nimble within the theory. The static critical pedagogue is one that begins to reify structures that become dogmatic rather than just moving with the currents attached to concerns in the contemporary moment and the life outside the main text theories and the classroom bubble.

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1. The reading summarized the theory of Critical Pedagogy, and furthermore, provided critiques of the theory.

2. My primary difficulty with the reading was a feeling of sadness. It can be difficult to face the realities of oppression, manifesting in all aspects of our lives.

3. The reading provided a useful introduction to Critical Pedagogy. The summary was an appropriate length, and it was illuminating to read the objections to the practicality of the theory.

4. Please see (2).

5. I learned that I am interested in Critical Pedagogy.

6. While the reading was somewhat superficial in its scope, I will apply my newfound interest by reading the references in detail.

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Challenges in Class Conversations                                    Initially, I realized that I needed to establish a baseline of first principles about my idea about Critical Pedagogy. From the article, I learned about the influence of philosophical principles related to cultural, political, social and economical. Afterwards, I started to feel a lot more centered and affirmed in my beliefs of external influences that affected and impacted my experiences. I realized that a primary motivation for me to learn about the subject matter involved my internal inquest to understand and learn and apply methodologies from the identification, comprehension and resolution of pedagogical challenges within the class based on pedagogical principles.

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Challenges in Class Conversations                                    Initially, I realized that I needed to establish a baseline of first principles about my idea about Critical Pedagogy. From the article, I learned about the influence of philosophical principles related to cultural, political, social and economical. Afterwards, I started to feel a lot more centered and affirmed in my beliefs of external influences that affected and impacted my experiences. I realized that a primary motivation for me to learn about the subject matter involved my internal inquest to understand and learn and apply methodologies from the identification, comprehension and resolution of pedagogical challenges within the class based on pedagogical principles.

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Critical pedagogy as way to real ecological changes

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Critical pedagogy as way to real ecological changes

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I am very interested in this roundtable as well as in all that has to do with ecology, with environmental sciences. Well! Critical pedagogy is a real challenge that tremendously contributes for the good. It is said in the text that “Critical education scholars have begun to seriously engage critiques [related to the planet’s ecological degradation], in an effort to explore the manner in which pedagogy might become more proactive in the face of the ecological crisis at hand [right now]. This is a great thing since education is among the principal vectors to address a such crisis. Now, how can we pragmatically achieve a planetary citizenship where there is no marginalization, clivage of any kind since exclusion — not only seems to be but — has been like a value [one among the supreme ones] of our society today?

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This reading provided un understanding of the history of critical pedagogy and different historical evidence and people who helped give rise to this framework. One thing that really stuck out to me is how teaching can pave the way for action. This is when the article discussed the Highlander  folk school that fought segregated schools that lead to Rosa Parks famously not giving up her seat on a bus. So I found that it shows me how important our environment is, our ability to question what is happening around its, and how to be critical into why certain things are the way they. Moving forward I will se this reading to look at how I am contributing to power dynamics in a class room , work to value the different experiences of those around me, and look at ways to promote challenging social constructs that may not be equitable

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The reading provided an overview of critical pedagogy, stating that one core tenant is to interrogate how schools (re)produce power imbalances and inequalities in broader society by only validating and disseminating knowledge constructed from the ruling class. I found that the discussion of dialectical theory really spoke to me--that is, embracing the contradictions and messiness inherent in human life via teaching, rather than focusing on absolute answers and dichotomies--but it made me wonder about concrete strategies for applying this in the classroom given that some form of "objective" assessment is usually required. Working my way through the reading, I also felt like I lacked some competence/understanding and that I wasn't sure if I was fully grasping all components--so when I got to the section critiquing critical pedagogy (specifically the language paragraph), it reinforced my thoughts about how inaccessible theorizing around critical pedagogy might be for many. This seems really counter to what critical pedagogy stands for.

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The reading provided an overview of critical pedagogy, stating that one core tenant is to interrogate how schools (re)produce power imbalances and inequalities in broader society by only validating and disseminating knowledge constructed from the ruling class. I found that the discussion of dialectical theory really spoke to me--that is, embracing the contradictions and messiness inherent in human life via teaching, rather than focusing on absolute answers and dichotomies--but it made me wonder about concrete strategies for applying this in the classroom given that some form of "objective" assessment is usually required. Working my way through the reading, I also felt like I lacked some competence/understanding and that I wasn't sure if I was fully grasping all components--so when I got to the section critiquing critical pedagogy (specifically the language paragraph), it reinforced my thoughts about how inaccessible theorizing around critical pedagogy might be for many. This seems really counter to what critical pedagogy stands for.

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Facts: introduction and overview of critical pedagogy. Findings: 

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Facts: introduction and overview of critical pedagogy. Findings: 

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I saw a piece of myself in the reflections on how critical pedagogy has tried to assimilate into larger liberal/conservative educational reforms, in turn watering down what would be a truly emancipatory agenda. Similarly, I struggle to understand how I can implement these tools in classrooms when I know the university expects certain "objective outcomes" (e.g., a specific grading curve, constrained definitions of rigor) and with many universities catering to "free speech" by emphasizing showing both sides of discourse (e.g., giving equal weight to historically oppressive viewpoints as critical viewpoints). I worry that if I were to truly engage with critical pedagogy, in the sense that I acknowledged an explicit goal of social liberation, that I would come under scrutiny from my department. What are ways to balance these pressures without losing emancipatory power?

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The reading gave a general overview of Critical Pedagogy. Distinguishing between critical theory generally and its pedagogical ramifications as promoted by Critical Pedagogy was challenging. I appreciated the idea that an important role of critical pedagogy is to "create opportunities in which students can come to discover that 'there is no historical reality which is not human'". Conversely, I found myself agreeing with the ecological critique that this championing of individual reflection as empowerment could be detrimental to different approaches to knowledge, especially through acknowledgements of nonhuman implications/relations. Going through this reading, I was surprised to find not so much the radical perspective I was expecting, but rather a quite commonly accepted, almost banal and problematically consensual, notion of critical perspectives on pedagogy. I think the best this text will offer me for the future is help me navigate other, more relevant, literature on the topic - which is no reproach, as it is arguably its main aim as an introduction.