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Making Inquiry Critical: Examining Power and Inequity in the Classroom Ryan M Social Education 82(1), pp. 14–17 ©2018 National Council for the Social Studies Teaching the C3 Framework C3 T EACHERS TM Making Inquiry Critical: Examining Power and Inequity in the Classroom Ryan M. Crowley and LaGarrett J. King What does it mean to approach inquiry from a critical perspective? It is not quite formative endeavor’ unembarrassed by as simple as it may sound. We use the term critical in a way that is distinct from the the label ‘political’ and unafraid to con- broader educational goal of encouraging critical thinking. Although critical thinking summate a relationship with emancipa- is a crucial skill, our use of “critical” refers specifically to the use of critical theory. tory consciousness.”5 Action taken from a critical perspective eschews neutrality, Critical theory is one of the predomi- ers trace its roots to a group of intel- actively siding with the oppressed and nant schools of thought in the social lectuals who founded the Institute for promoting their liberation. sciences. Like all theory, it is a frame- Social Research (known as the Frankfurt work used for explaining—and examin- School) in Germany in the 1920s.3 These Critical Pedagogy ing—something about the world. Critical thinkers sought to extend Marxist theory Critical theory’s emphasis on emanci- theory pays special attention to the social into the changing social, political, and pation is most visible in educational world, focusing on the hierarchical economic landscape of the twentieth practice through critical pedagogy. This nature of social relations and examining century by talking about how culture approach to teaching and learning cen- how these unequal power relationships and ideology encourage and sustain ters an analysis of oppression and builds lead to privilege for some and oppres- social inequality. Although their work knowledge from the lived experiences sion for others.1 was diverse, a primary thrust focused of the participants.6 Drawing inspiration Researching, teaching, learning, on how modern capitalist societies from the writings of Brazilian educator thinking, and taking action within criti- acted as new, and subtler, forms of social Paulo Freire, critical pedagogues suggest cal theory call for engaging in ongoing control. These societies manufactured that “the school curriculum should, in “social critique [that is] tied ... to raised consent by creating a level of affluence part, be shaped by problems that face consciousness of the possibility of ... lib- and consumption that obscured ongoing teachers and students in their effort to erating social change.”2 In other words, inequality. Critical theorists argued that live just and ethical lives.”7 critical theory is about identifying and this consumer culture helped to create Freire critiqued traditional education confronting social injustices with the an illusion of freedom that prevented for employing a “banking method” in goal of transforming those unjust social individuals from seeing that they were which teachers deposited information relations. Current research and activism not the autonomous actors they seemed into passive student recipients. In place undertaken from a critical perspective to be.4 of this model, he called for problem-pos- often focuses on racism, sexism, ableism, Although their specific societal cri- ing education in which students generate class bias, cultural bias, religious intoler- tiques still resonate today, the Frankfurt questions, concerns, or themes crucial to ance, heterosexism, and other forms of School’s extension of Karl Marx’s call to their lives that then become the object structural and individual discrimination. produce knowledge and to take action of shared inquiry. Although the teacher from the standpoint of the oppressed does not relinquish all authority in this Roots of Critical Theory may be its greatest impact. This move- model, it places a greater emphasis on Although current ideas about critical ment inspired subsequent scholars and dialogue with and among students and theory are quite broad, most observ- activists to engage in work as a “‘trans- on students as active creators of knowl- Social Education 14 (Photo by Beth Goins, University of Kentucky) Beth Goins, by (Photo Kenny Stancil teaching at Lafayette High School in Lexington, Kentucky. edge. Ultimately, critical pedagogy aims However, as we outline in the next sec- ditional views of teaching as value-free, to help students become more conscious tion, there are certain criteria that teach- critical theory helps teachers see that of their place in the world and consider ers should consider when attempting to knowledge is socially constructed and how they can take action to create a more make inquiry critical. When these stan- is beholden to how people see (or want just, egalitarian society.8 dards are met, inquiry offers students to see) the world around them. People the chance to identify social injustices, often construct their individual world- Critical Social Studies Pedagogy to build knowledge from the perspective views based on their personal experi- With citizenship education as its central of the oppressed, and to conceptualize ences, so even when teachers believe mission and with content that allows for action that disrupts the status quo. they are being objective, they often do examination of past and current injus- not account for their own biases and tices, social studies should be a natu- Making Inquiry Critical partial ways of knowing.12 ral home for critical theory and critical Constructing a critical inquiry requires Critical inquiries should be designed pedagogy.9 The adoption of the C3 a conceptualization process that may be to identify and to challenge master nar- Framework10 and the development of foreign or uncomfortable to many social ratives that legitimate systems of oppres- the Inquiry Design Model11 offer a use- studies educators. Critical inquiries rely sion and power. We define master nar- ful template for implementing a critical on teachers who question the common- ratives as overarching ideas, stories, and social studies pedagogy. Inquiry-based sensical ways the world works and how approaches within school curriculum practices position students as creators of social studies knowledge is presented. that promote the worldviews of those in knowledge and, when appropriate, allow Teachers building critical social studies power in society. Master narratives shape students to pursue questions that are inquiries should begin with the premise belief systems and act to marginalize important to their lives and that touch that there is no such thing as neutral or those in society who do not come from upon important disciplinary knowledge. objective knowledge. In contrast to tra- white, male, middle class, heterosex- January/February 2018 15 ual, able-bodied, Christian, and other system ended would not be considered a Yet Again,” and “The Ones We’ve Lost: dominant identity group backgrounds. critical inquiry. Without an examination The Student Loan Debt Suicides” cen- Critical inquiries should highlight what of the motivations behind apartheid and ter the effects of economic inequality these master narratives ignore and pro- a discussion of the people who benefit- by examining how government action vide counter-narratives that complicate ted from it, students would not receive a (and inaction) benefits the wealthy at the and expand students’ understanding of critical perspective on the topic. expense of the poor.17 Although these the world.13 Critical inquiries should be concerned perspectives are a refreshing change with the why, the how, and the who of a from mainstream economic discourses, Crafting a Critical Inquiry with the topic. For example, in Kenny’s inquiry, all of the sources are secondary in nature. Inquiry Design Model Can we afford the super rich?, the com- Secondary sources are valuable, but we To help teachers construct a critical pelling question is concerned with the suggest that this critical inquiry would inquiry using the Inquiry Design Model who of economic inequality and consid- benefit from including accounts of indi- (IDM) template,14 we offer three impor- ers how this inequality produces negative viduals who are on the wrong end of tant guidelines: consequences. This inquiry questions the wealth divide. This addition would whether extreme economic inequal- enhance its authenticity by putting faces 1. Ask compelling and supporting ity is commensurate with democracy. and voices to the people victimized by questions that explicitly critique Capitalism is rarely questioned within economic policy. systems of oppression and power; mainstream economics curricula in the Moving toward action in a critical United States. The master narrative inquiry. Finally, critical inquiries must 2. Expose students to sources that within our economics courses implies provide students with opportunities to include the perspectives of mar- that capitalism is the best (and, perhaps, address the injustices identified in the ginalized and oppressed groups; only) economic system suitable for dem- inquiry. Within the IDM framework, ocratic nations. What is rarely exposed Taking Informed Action (TIA)18 creates 3. Develop tasks and a Taking within the official curriculum is who this opportunity by encouraging stu- Informed Action activity that push benefits and who suffers from capital- dents to extend the inquiry outside of students to take tangible steps ism. Doing so is important to consider the classroom. Of course, we understand toward alleviating
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