While there is a body of literature that considers the theory of
critical pedagogy, there is significantly less literature that
specifically addresses the ways in which professors attempt to
apply this theory in practice. This study explored the successes
and challenges that 17 self-identified critical pedagogues
encounter as they endeavour to turn the theories of critical
pedagogy into post-secondary classroom practices. The key research
queries included: 1) what are some of the ways in which professors
who espouse critical pedagogy practice it within the classroom?;
and 2) what are some of the successes and challenges that critical
pedagogues experience as they engage in forms of critical classroom
praxis? The study results indicated the following: 1) there exists
a need for ongoing articulation of critical classroom practices and
how to implement these within the post-secondary classroom despite
some of the challenges; 2)some of the specific claims regarding
participants success with critical praxis require further critical
interrogation; and 3) approaches to research about/in/for critical
pedagogy need to be troubled and complicated.
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