This paper is a sequel to an earlier invited presentation given on the 9th August 2012 at the Waiariki Institute of Technology in Rotorua, New Zealand, titled" Critical Theory in a Bicultural Tertiary Environment
and available as a freely downloadable PDF. That paper took a broad view of both Education, Critical Theory and their combination as Critical Pedagogy (as well as offering a critical analysis of Biculturalism). In response, several people contacted me asking for a more detailed accounting of what a critical theory application to teaching/learning might look like in the classroom. This paper is a response to those requests. It has a much narrower focus. It suggests that our schools are in a state of chronic failure that has been the cause of many of the global crises we now face. It points out that we all tend unconsciously to reproduce the pedagogies by which we were taught and suggests that these are no longer viable in the face of impending global crises. It maps out the kinds of classroom practices and interactions that we need to develop if we are to develop citizens who have not only the technical skills, but also the critical awareness, the sensitivity, the capacity for compassion and relationship building if they and their children are to survive with dignity into a peaceful future. And finally it calls for a concerted programme of teacher professional development to assist teachers to make the necessary transition to a more viable pedagogical practice.
To download the PDF, click here .