Analyzing the degree of consensus in current academic literature on critical pedagogy

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dc.contributor.authorVillanueva, Catalina
dc.contributor.authorO'Sullivan, Carmel
dc.date.accessioned2019-12-12T09:21:29Z
dc.date.available2019-12-12T09:21:29Z
dc.date.issued2019
dc.description.abstractCritical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent themes in the selected literature, which are associated with the work of Freire, this paper examines the degree of consensus around Critical Pedagogy’s transformative aim, its associated democratic classroom approaches, and the concepts of conscientization and praxis. Through this analysis, the review distinguishes a number of peripheral discussions that are related to a modern/postmodern debate within the literature. This paper concludes by asserting that there are more points of convergence than of divergence in the various interpretations of Critical Pedagogy available in the articles surveyed. We suggest that the current branching out of Critical Pedagogy has not been rendered devoid of core meanings as an educational tradition, one which holds considerable potential for the field of Applied Drama, and for other forms of performative education.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationVillanueva, C. and O'Sullivan, C. (2019) 'Analyzing the degree of consensus in current academic literature on critical pedagogy', Scenario: A Journal for Performative Teaching, Learning, Research, XIII(2), pp. 71-93. https://doi.org/10.33178/scenario.13.2.6en
dc.identifier.doihttps://doi.org/10.33178/scenario.13.2.6
dc.identifier.endpage93
dc.identifier.issn1649-8526
dc.identifier.issued2
dc.identifier.journalabbrevScenario
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage71
dc.identifier.urihttps://hdl.handle.net/10468/9426
dc.identifier.volumeXIII
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttp://research.ucc.ie/journals/scenario/2019/02/VillanuevaOSullivan/06/en
dc.rights© 2019, The Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCritical pedagogyen
dc.subjectPerformative pedagogyen
dc.subjectAnalysisen
dc.subjectDiscourseen
dc.subjectApplied dramaen
dc.titleAnalyzing the degree of consensus in current academic literature on critical pedagogyen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. XIII Issue 02