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Critical Pedagogy in Higher Education

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Critical Pedagogy in Higher Education Critical Pedagogy in Higher Education Insights from English language teachers Joanna Joseph Jeyaraj A thesis submitted for the degree of Doctor of Philosophy at the University of Otago, Dunedin, New Zealand July 2014 i Abstract In this thesis, I explore the experiences of English language teachers who have knowledge of the theory and practice of critical pedagogy. Critical pedagogy is grounded on a vision of impacting social change through education and in the context of English language teaching (ELT), personal and social reform is sought through language education. Critical pedagogy is greatly needed at a time when the world continues to suffer from violence, poverty, war, injustice, and environmental change. In the midst of such adversity, critical pedagogy seeks to bring forth a hope for an improved and transformed future. Teachers who engage with critical pedagogy make a stand for justice and equity in their respective classrooms and are intent on nurturing students to become critic and conscience of society. The teachers who participated in this study were from various higher education institutions that were located in different parts of the world. Eleven teachers self- identified as ‘critical pedagogues’, while two others had rejected critical pedagogy in their professional practice. I conducted semi-structured interviews with these thirteen teachers who were from Canada, Hong Kong, Korea, Malaysia, New Zealand, Turkey, the US and the UK. Many had also lived and taught in other countries, and so they also drew from their experiences in Australia, Nepal, Indonesia, South Africa, Macedonia, Poland and Hungary. Interviews were transcribed verbatim and were then analysed based on a general inductive approach. The themes that emerged from my analysis related to why teachers became critical pedagogues, how they implemented critical pedagogy in their ELT classrooms, and how they and their students were affected by this process. Additionally, I found out why two teachers who were familiar with the theory of critical pedagogy had decided to reject it. The choice to become a critical pedagogue was a value driven one. There were five main influences including the theoretical, pedagogical, religious, institutional and political values that the teachers had been exposed to. When these teachers embedded critical pedagogy in their respective classrooms, they ensured that ii students’ experiences were prioritised. So, they sought to negotiate and co- construct knowledge with their students. Besides that, an environment of trust was created because teachers problem-posed topics that were politically charged and related to students’ experiences. Lastly, ELT teachers who were critical pedagogues researched their students learning experiences so that they could find out more about the impact of adopting critical pedagogy. It was found that critical pedagogy had its share of challenges, and one of the main reasons was that it was largely ‘unknown’. As a result, some teachers found themselves dealing with their personal safety and had to learn to manage a considerable amount of emotional upheaval. In addition, teachers faced resistance and antagonism from those within and outside their institutions. Despite such challenges, all continued to work with critical pedagogy, and in the process found themselves transformed as teachers. They gained new perspectives of the world, and also became critically reflective. They also reported that they observed transformations in their students. Students were seen to gain new worldviews and changed their lives outside the classroom. Furthermore, students were transformed as language learners because they were learning a language that was connected to their immediate reality and experiences. In this thesis, I also explored the views of teachers who did not subscribe to critical pedagogy. Data showed that their decision to do so was also one that was driven by values. They sought to remain neutral in the classroom, because they did not want to enforce any particular ideology on their students. The rejection of critical pedagogy was attributed to a personal ethical position that these teachers held on to. The findings from this study provide implications for both critical pedagogy and ELT teaching and research. Firstly, teachers may want to consider how ideology and indoctrination can be used for virtuous purposes when focused on transforming social life. Secondly, the risks and consequences of engaging with critical pedagogy need to be managed. Thirdly, teachers may want to strengthen the voice of critical pedagogy outside the classroom through action research and iii develop communities of practice (COP). These implications will be useful for critical pedagogy researchers and teachers who find themselves inspired and want to contribute to its theory and practice. iv Acknowledgements First and foremost, I would like to thank God for His countless blessings in my life. I have truly seen His faithfulness and provision at every step of this journey. Thank you for enabling me to find a home here in New Zealand for the past 3 years and for surrounding me with so many people who have been a blessing. I believe that I would not have been able to come this far without Your guiding presence in my life. To Tony, my primary supervisor - Thank you for your continuous support and faith in me. You have been an excellent teacher and I have learnt so much from you. I truly appreciate all the advice and words of affirmation that you have given me throughout these three years. I couldn’t have wished for a better supervisor. To Rachel, my secondary supervisor - Thank you for your kind words of encouragement and for always having time for me. I am grateful for how you take time off your busy schedule to read all my work and provide me with valuable feedback. Thanks for your guidance and support thus far. I also want to specially acknowledge my mother at this time. Thank you Mummy, for always upholding me in your prayers and for all the love and concern you show, even though you are miles and miles away. To the rest of my family - Papa, Justina, Joshua, Aunty Jessie, and to all the other Uncles and Aunties – I appreciate your care and guidance throughout this journey. Thank you for praying for me and encouraging me in so many ways. Special thanks to Ben from HEDC, and Uncle Edwin from Malaysia, who took the time and effort to read my thesis and offered additional, constructive feedback. A BIG thank you also goes out to all the wonderful friends I have made here in NZ. Sim, Sharon and Wee Chun (G10 postgrads) – I’ve enjoyed all the noise and laughter we’ve shared. To the Friday night dinner group, to all the other lovely HEDC postgrads and to those outside the university – thanks for supporting me in v this journey and for your friendship. I would also like to take this opportunity to express my appreciation to all the staff of HEDC who were always there to lend a helping hand, including Angela French who has now moved on to another department. My deepest gratitude goes out to my dear friend Olga. Thanks for helping me settle down when I first arrived in Dunedin, and for continuing to be a trusted friend. To Sim, I am glad you were assigned as my mentor, even before I came to Otago, and since then, you have always had a kind, encouraging word. Thanks for all the good times, and looking forward to more fun together! To Wee Chun (Ah Chun) – I am thankful that I have a friend who keeps his office drawer full of chocolates and biscuits to feed the hungry postgrad in me! ‘Romba nandri’ for all the laughter and crazy conversations in the postgrad room! To all others in Malaysia and New Zealand, who have supported, encouraged and influenced me in one way or another – Thank you very much. I would also like to take this time to express my heartfelt appreciation to Scotty. You have been my source of strength and support in challenging times of uncertainty. Thanks for always pushing me to work hard and for all the wonderful times we have had along the way. Because of you, postgraduate life was never a lonely one! Last but not least, I would like to thank all the participants in this study who have generously taken the time to share their experiences with me. All of you have had inspirational stories, and this thesis would not have been possible without you. I would especially like to acknowledge one of my participants who passed away suddenly in 2013. I was saddened to learn that they were taken away well before their time. However, their memory lives on through this body of this work and through the stories they shared. vi This thesis is dedicated to all those who take a stand and fight to make this world a better place … vii Contents Abstract .................................................................................................................... i Acknowledgements ................................................................................................ iv List of Figures ...................................................................................................... xiii List of Tables........................................................................................................ xiv Chapter 1 Introduction Introduction ............................................................................................................. 1 Background to the study.......................................................................................... 2 Context for study ....................................................................................................
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