Critical pedagogy, among other things, borrows its ‘critical lens’ from the critical theory. It views society as divided and hierarchical (i.e. based on power relations); and education as a tool used by dominant groups to legitimise the iniquitous arrangement. By enabling the oppressed to look at the oppressor’s ideologies critically, it believes, education can assist them in ridding themselves of their ‘false consciousness’ – an important step, as we will see later, in their struggle for liberation. As is apparent, contrary to traditional claims of the ‘neutrality’ of education, “critical pedagogy views all education theory as intimately linked to ideologies shaped by power, politics, history and culture.” (Darder 1991, p. 77) And the primary function of the critical pedagogue is thus “to empower the powerless and transform those conditions which perpetuate human injustice and inequity.” (McLaren, 1988) – a concern that it shares with critical theory.8
Critical Pedagogy (CP):
- Sees society as divided into a hierarchy based on power relations.
- Education is used as a tool by the dominant to uphold the hierarchy.
- Education can also be used by the oppressed to rid themselves of false consciousness.
- CP does not think any education is neutral. All education is shaped by power, politics, history, and culture.
- CP can empower the powerless to change the power structures.