Contents (go to):     What is this?     ¦     Module 1     ¦     Module 2     ¦     Module 3     ¦     Module 4     ¦     Module 5     ¦     Module 6     ¦     Appendix     ¦     Bibliography

 

A Toolkit for Higher Education

Author: Dr Sharon Ultsch
Principal investigator: Dr Gertrude Cotter
The Praxis Project, School of Education, UCC, September 2024

 
Full resource: “Let’s Get Critical. Critical Pedagogy meets Global Citizenship: A Toolkit for Higher Education” is available for download in PDF format at
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If you see the message “This file can’t be downloaded securely”, please hover over the message to the ellipses “…” and select “keep”, and “Keep anyway“).

 

What is this?

Toolkit Rationale

This Critical Pedagogy and Global Citizenship & Development Education (GCDE) Toolkit is produced as part of the Praxis Project (PP) at University College Cork (UCC). The Praxis Project aims to promote ‘Global Citizenship and Development Education’ (GCDE) in pedagogy, research, and capacity building activities across University College Cork. It is housed at the School of Education, UCC and funded by Irish Aid. The objectives of PP with respect to higher education are to integrate GCDE into UCC pedagogy at all academic levels; to ensure that UCC staff and students can engage in sustained, sustainable action for social change relevant to GCDE; and to assist UCC staff build their GCDE capacity (Centre for Global Development Praxis UCC, n.d.).

To support these PP objectives, the Critical Pedagogy/GCDE Toolkit explores the connections between Critical Pedagogy and global citizenship education in higher education and how Critical Pedagogy (CP) offers an approach to educational practices ( teaching, research, policy) that supports the learning objectives and outcomes of Global Citizenship and Development Education education(GCDE) and the mission of the PP to provide quality Global Citizenship Development Education to UCC students, staff and local communities and to develop UCC as a centre of research excellence, knowledge exchange and publications in this field.

The aims of the Critical Pedagogy (CP) and Global Citizenship Development Education (GCDE) Toolkit are to:

 

Our Assumptions in Creating this Toolkit

In the interest of transparency, we articulate the assumptions and our positionality underlying this Toolkit. As advocates for Global Citizen and Development Education, we assume that Critical Pedagogy is desirable in higher education despite the different contexts in which it can be rooted and practised. We also assume that we should offer students a critical educational experience that challenges knowledge we take for granted. We believe power structures in the classroom, across the higher education campus, and the society more broadly should be interrogated. We assume that as academic staff, we operate in institutional spaces that are not only pedagogical but also political. “Transformative intellectuals, therefore, strive to make the ‘pedagogical more political and the political more pedagogic’ (Aronowitz and Giroux, 1985: 56), which they accomplish by problematizing knowledge and modelling reflection and self-critique for students” (as cited in Clark et al.,2018). Thus, we understand our work in our respective roles in higher education to strive to transform the status quo (Rosenberg, 2023).

 
Section link

 
Status quo. Available at <https://www.chronicle.com/article/higher-eds-ruinous-resistance-to-change?sra=true> (Opens in a new tab or window).

 

Users Briefing

The purpose of this toolkit is to support higher education educators in understanding and implementing Critical Pedagogy (CP) as a key theoretical framework of Global Citizenship and Development Education (GCDE). One of a series of resources produced by the Praxis Project, UCC, the resource aims to foster an awareness of global justice education and a transformative learning environment in the higher education research and pedagogy. The key concepts and principles of Critical Pedagogy (CP)are informed by the foundational works of Brazilian educator Paulo Freire(Freire, 2000) and have continued to be reimagined and re-examined by current critical scholars and educators such as bell hooks (Pullen, 2021), Henry Giroux (Giroux, 2018), Gloria Ladson-Billings (National Education Policy Center, n.d.), Peter McClaren, Antonia Darder (Human Restoration Project, 2023).But Critical Pedagogy in our current educational landscape has broadened its scope (Stanford University Libraries, 2024) as scholars explore the intersectional relationships between the tenets of Critical Pedagogy with other pedagogical approaches and forms of oppression e.g. multiculturalism (Sonia Nieto); culturally relevant pedagogy(Lisa Delpit); participatory pedagogy (Ira Shor); and anti-racist pedagogy (George Sefa Dei). Critical pedagogues from the Global South or influenced by the Global South include Raewyn Connell (MenEngage Alliance, 2021), Boaventura de Sousa Santos, Frantz Fanon, Gustavo Esteva, Vandana Shiva, Ngũgĩ wa Thiong’o, Chandra Talpade Mohanty, Sabelo J. Ndlovu- Gatsheni , and Fatema Mernissi. This is not an exhaustive list, but rather an indication of the many voices from the Global South advancing Critical Pedagogy perspectives that challenge hegemonic knowledge systems, advocate for social justice, and promote equity and inclusivity in education. Additional links to works by above list of scholars is in the Appendix of additional resources.

“Culturally relevant teaching is about questioning (and preparing students to question) the structural inequality, the racism, and the injustice that exists in society. The teachers I studied work in opposition to the system that employs them.”
Gloria Ladson-Billings.

 
Section links

 
bell hooks. Available at <https://www.nypl.org/blog/2021/12/15/where-start-bell-hooks> (Opens in a new tab or window).

Henry Giroux. Available at <https://www.henryagiroux.com/> (Opens in a new tab or window).

Gloria Landson-Billings. Available at <https://nepc.colorado.edu/author/ladson-billings-gloria> (Opens in a new tab or window).

Peter McClaren. Available at <https://en.wikipedia.org/wiki/Peter_McLaren> (Opens in a new tab or window).

Antonia Darder. Video available at <https://www.youtube.com/watch?v=Ls2i0MoY10Q> (Opens in a new tab or window).

Broadened its scope. Available at <https://guides.library.stanford.edu/critical_pedagogy/recent_ebooks> (Opens in a new tab or window).

Raewyn Connell. Video available at <https://www.youtube.com/watch?v=CwWRjQUxfbI> (Opens in a new tab or window).

 

Intersectionality of CP and GCDE- An Introduction

In this spirit of the affordances of intersectionality (de Vries, 2020; Zembylas, 2018) this Toolkit reexamines the intersection of Critical Pedagogy and GCDE. A critical education in the words of Henry Giroux is an education “… that equips individuals to think critically, engage in thoughtful dialogue, appropriate the lessons of history, and learn how to govern rather than be governed (Giroux, 2023).”

Critical Pedagogy (Gabriel, 2024) is often described as a philosophy of education, a theory-based pedagogy, informed by critical theory (Gordon, 2024) that challenges the dominant power structures and ideologies that shape the curriculum, pedagogy, and assessment of learning. In the context of GCDE, the critical CP lens can be applied to all aspects of higher education life. CP in accord with GCDE aims to empower learners to critically examine their own assumptions, values, and actions, and to transform their realities through collective action. The Freirean heritage continues to reverberate in current CP /GCDE practices and the many pedagogies that privilege minoritarian thought by bringing learners to the place of action. This focus on collective action echoes the aspiration of GCDE (de Vries, 2020).

GCDE and CP, from an educational theory perspective, have a common critical pedagogical lineage: the explicit aim of education to question taken for granted assumptions and transform oppressive structures in society through democratic and activist approaches, and, in doing so, forge opportunities to reimagine a world otherwise (Giroux & Bosio, 2021).

 
Section links

 
Critical Pedagogy. Available at <https://guides.library.harvard.edu/c.php?g=1347380&p=9939692> (Opens in a new tab or window).

Critical Theory. Available at <https://www.chronicle.com/article/everyone-talks-about-critical-theory-what-is-it> (Opens in a new tab or window).

 

““When we respond to the sceptics, the critic’s chief task is to explain that critique implies arguments, and that in the end arguments must be based on reasons. The world as we find it does not deserve our assent merely because that is the way it is arranged.” – Peter E Gordon.

 
Videos

 

Video: “Paulo Freire and Pedagogy of the Oppressed”: Henry A. Giroux in conversation with Brad Evans.
Publisher / date: The Philosopher, 2023.
Length: 30 min.
Description: A discussion on how Paulo Freire shifted the paradigm in education with the publication of his book in 1970, which combines philosophical, political, and educational theories in Brazil.
Link: <https://www.youtube.com/watch?v=wJDn1u5wM-A> (Opens in a new tab or window).

 

“No social institution or moral insight, not even the most venerable norms that we may have considered beyond scrutiny or challenge, should count for us as normatively valid simply because they have endured. To be sure, this means that critique carries with it a spirit that is essentially hostile to traditionalism….”
Peter E Gordon.

 

Video: Paulo Freire – An incredible conversation.
Publisher / date: LiteracyCotOrg, 2009.
Length: 8 min.
Description: Interview with Paulo Freire in “Paulo Freire Documentary Seeing Through Paulo’s Glasses: Political Clarity, Courage and Humility” by Fraire Projects.
Link: <https://www.youtube.com/watch?aFWjnkFypFA> (Opens in a new tab or window).

 

The CP Lineage Is Embedded in GCDE

In this section we briefly explain key concepts of CP that undergird practices in GCDE. Hyperlinks offer additional resources or explication of the concepts. Please refer to the Appendix for additional resources, guides and reading lists.

 
Video

 

Video: Interview with Joe L. Kincheloe.
Publisher / date: Fraire project, 2013.
Length: 19 min.
Description: The Freire Project talks to Joe L. Kincheloe (Canada Research Chair at the Faculty of Education, McGill University).
Link: <https://vimeo.com/72834466> (Opens in a new tab or window).

 

From a theoretical pedagogical perspective, Global Citizenship and Development Education is undergirded by the tenets of Critical Pedagogy because it fosters learners’ critical consciousness to take action to advance social justice. Critical consciousness (Yale Youth Ministry Institute, 2019) refers to the ability to analyse and act against oppressive political, economic, and social forces shaping society (Freire, 1970). Practices that facilitate learners’ critical consciousness in the GCDE classroom include questioning taken for granted assumptions; critical reflection that blends learning through experience with theoretical or technical knowledge to form new knowledge, behaviours, or insights; and problem-posing (University of Bedfordshire, 2012), in which students pose and research questions with a focus on real-world problems rather than simply receiving information from the educator.

CP fosters students’ understanding of how their experiences and the experiences of others are linked to the wider social context around them by connecting the local with the global when applying the GCDE lens. This global lens affords a particular critical pedagogical emphasis on the interconnectivity of global power dynamics and how one action in one part of the globe has an impact on another part of the globe. Thus, from a CP/GCDE lens, we need global citizens who critically analyse these local/global impacts and take responsibility to act as global citizens (Bosio & Giroux, 2021). Fostering a critical consciousness (Jemal, 2017) CP approach is the necessary first step to acting or what is also referred to as praxis ((Biesta, 2017; Wainwright, 2022), that is, having the knowledge to act against oppression. Critical awareness begins when learners become aware of sociopolitical inequities and then take action to mitigate those contradictions (Rollins School of Public Health, Emory University, 2024).

“It is not enough for people to come together in dialogue in order to gain knowledge of their social reality. They must act together upon their environment in order critically to reflect upon their reality and so transform it through further action and critical reflection.”
Freire Institute.

 
Video

 

Video: Global wealth inequality (Good map).
Publisher / date: TheRulesOrg, 2013.
Length: 3 min.
Description: Global wealth mapped in a chart.
Link: <https://www.youtube.com/watch?v=DJtOhfpGlZ8> (Opens in a new tab or window).

 
Section links

 
Critical consciousness (YYMI) video. Available at <https://www.youtube.com/watch?v=LmhVNR79Jsw> (Opens in a new tab or window).

Problem-posing. Available at <https://www.beds.ac.uk/jpd/journal-of-pedagogic-development-volume-2-issue-3/key-pedagogic-thinkers-paulo-friere/> (Opens in a new tab or window).

Critical consciousness (Jemal). Available at <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5892452/> (Opens in a new tab or window).

Praxis. Available at <https://www.oxfordreference.com/display/10.1093/oi/authority.20110803100342205> (Opens in a new tab or window).

 
‘Oppression’ in the CP lineage is not just a physical phenomenon, it is not solely about force–someone doing something to someone else– although it encompasses that aspect of oppression. Oppression, in the Freirean framework, is also about the ways in which our consciousness, the way we think, is shaped by oppressors and hegemonic ideologies (Rosamond, 2024). Critical Pedagogy counters dominant narratives with critique. According to Freire and other critical educators, we need critical analysis of those taken for granted norms, values, assumptions, and beliefs to be able to emancipate our minds from a type of intellectual oppression. This is true with GCDE practitioners as well.

By nurturing students’ critical consciousness while applying a global lens of GCDE, critical pedagogues, researchers, and policy makers practise a form of liberatory and emancipatory education that can precipitate the development of global citizens. What is liberated in this critical approach is an authentic subject, that is, a fully human subject who is not a mere ‘object’ of their higher education– a vessel to be filled, a number, a percent, a rank– but rather an authentic subject who can act and practice praxis (Biesta, 2017). In this way CP not only complements the goals and intentions of GCDE but undergirds them. CP values education as a political and pedagogical project that can be an emancipatory tool when education 1) centres dialogue 2) democratises the relationship between educator and student 3) co-constructs curriculum with learners and 4) makes curriculum relevant to the learner (Clark, 2018). These approaches to learning/teaching are in accord with Irish Development Education Association definition of GCDE.

“The process of developing a critical awareness of one’s social reality through reflection and action. Action is fundamental because it is the process of changing reality. Paulo Freire says that we all acquire social myths which have a dominant tendency, and so learning is a critical process which depends upon uncovering real problems and actual needs.”
Freire Institute.

 
Section link

 
Hegemonic ideologies. Available at <https://www.britannica.com/topic/hegemony> (Opens in a new tab or window).

 

Why is Critical Pedagogy (CP) important to higher education and GCDE?

As the ideology of neoliberalism ( Cannon, 2021) continues to dominate the landscape of higher education and the purpose of higher education becomes linked to economic productivity, critical pedagogues challenge this ideology seeking alternative logics that centre the voices of all people as well as critiques of how and why education is organised the way it is. Critical Pedagogy is relevant to GCDE because it centres the development of democratic subjects who have a collective worldview (Giroux & Bosio, 2021) and it counters hegemony (Rosamand, 2023) that is, the dominant ideologies prevalent in Western knowledge and epistemologies. This is ever more worrisome with the current rise in authoritarian movements around the world. Critical Pedagogy questions the dominant power structures and sees its project to hold power accountable in accord with Giroux’s clarion call in our current moment in time: “What is not in doubt is that something sinister and horrifying is happening to liberal democracies all over the globe. The global thrust toward democratisation that emerged after World War II is giving way once again to authoritarian tyrannies” (Giroux, 2023). The ongoing assault of neoliberal policies, practices and ideology locally, nationally, and globally is a shared concern of CP and GCDE.

 
Video

 

Video: What is neoliberalism and how does it affect development?
Publisher / date: Institute of Development Studies (IDS), University of Sussex. UK, 2021.
Length: 4 min.
Description: Terry Cannon, IDS research fellow, on Definition of neoliberalism as it relates to development.
Link: <https://www.youtube.com/watch?v=TRTtrRYGGxw> (Opens in a new tab or window).

 
Section links

 
Neoliberalism video. Available at <https://www.youtube.com/watch?v=TRTtrRYGGxw> (Opens in a new tab or window).

Hegemony. Available at <https://www.britannica.com/topic/hegemony> (Opens in a new tab or window).

 

What is the CP Project?

“At stake for Freire was the notion that education was a social concept, one rooted in the goal of emancipation for all people. Moreover, this is an education that encourages human agency, one that is not content to enable people to only be critical thinkers, but also engaged individuals and social agents. This is a pedagogy that calls us beyond ourselves and engages the ethical imperative to care for others, dismantle structures of domination, and to become subjects rather than objects of history, politics, and power.”
Giroux.

 
CP strives to question and explore our surroundings and status quo. CP examines:

• Power structures.
• Patterns of inequality.
• Oppressive acts and systems.
• Social movements.
• Political acts

It is through this questioning process and reflexive practice of the global issues interrogated by CP in concert with Global Citizenship and Development Education that power is held accountable in every aspect of social life, including education. CP is a pedagogy, as Giroux (2023) describes it, “that calls us beyond ourselves and engages the ethical imperative to care for others, dismantle structures of domination, and to become subjects rather than objects of history, politics, and power.”

 

The CP and GCDE’s Intersecting Projects

Promoting Praxis with CP/GCDE

Praxis is a core principle of CP as conceptualised by Paolo Freire (Wainwright, 2022). Praxis means to take action to advance social justice by struggling against oppressions such as racism, sexism, and classism (Singh, 2014). By overlaying the theoretical frameworks of postcolonialism, GCDE and CP, the focus of critical analysis becomes forms of oppression that are Eurocentric and prioritise Western history, culture, and values (Andreotti, 2006). Moreover, CP when guided by GCDE principles (de Vries, 2020;UNESCO, 2024)promotes a global history that recognizes the contributions and experiences of other cultures, challenges dominant Western thought, and amplifies the voices of previously colonised groups.

 
Section links

 
Praxis. Available at <https://www.tandfonline.com/doi/full/10.1080/08935696.2022.2026749> (Opens in a new tab or window).

GCDE principles. Available at <https://www.unesco.org/en/global-citizenship-peace-education/need-know> (Opens in a new tab or window).

 

Analysing Power Structures with CP/GCDE

“Washing one’s hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral.”
Freire: Politics of Education.

The CP/GCDE intersection brings a global lens to critical analysis of power structures—the global power dynamics and relations that interconnect our world and communities. For example, a CP academic might critically ask their students: whose knowledge is considered valid in this course; why have we chosen to read who we read, whose voices, particularly from marginalised groups, are not present in what is considered in our discussion. Now if we add the GCDE dimension to this line of questioning we might also focus on encouraging educators and students to explore diverse sources of knowledge and to challenge the dominance of the Western academic tradition. The GCDE lens brings into the CP dialogue a wider cultural diversity, and this might include the rights of indigenous groups or ways to decolonise the curriculum or higher education policies (Shahjahan et al., 2022; Zembylas, 2018). CP/GCDE intersection examines the geopolitics of knowledge/power relations that presents a representation of the world considered universal and unquestioned (Shahjahan et al., 2022).

 
Section link

 
Decolonise the curriculum. Available at <https://journals.sagepub.com/doi/10.3102/00346543211042423> (Opens in a new tab or window).

 

Moving From Alienation to Action with CP/GCDE

CP and GCDE are two related concepts that explore how education can foster social justice, human rights, and an awareness of the global imbalance of power. CP/GCDE maintain that the Interaction between humans and the world requires reflection; in addition, the CP framework expands on our understanding of the “oppressor” and “oppressed” (Freire & Ramos, 2009) and this is helpful for understanding how potential action can advance social justice: one has to first overcome our alienation (McInerney, 2009). In the Freirean conceptualisation of alienation this is not about the personal or psychological factors that contribute to estrangement, but the social factors such as the disconnection and powerlessness learners experience when they are not connected to their studies, when they don’t see the relevance to the course content, and when they are disconnected from other students. It is this ‘alienation’ from a CP standpoint, that is dehumanising and prevents learners from being fully human. Being fully human is the precursor to acting. From a global perspective, being fully human means seeing how the world is interconnected, a global awareness of interdependencies and injustices.

 
Video

 

Video: Vandana Shiva: How to decolonize the global economy / #GLFClimate 2021.
Publisher / date: Global Landscape Forum (GLF), 2022.
Length: 7 min.
Description: Vandana Shiva expands on the issues of Forest and Food related to decolonising the global economy. Shiva is the funder of the Navdanya Research Foundation for Science, Technology and Ecology in India, and President of Navdanya International.
Link: <https://www.youtube.com/watch?v=QBciZhOOr-8> (Opens in a new tab or window).

 
Section link

 
Overcome our alienation. Available at <https://www.tandfonline.com/doi/full/10.1080/17508480802526637> (Opens in a new tab or window).

 

Advocating for Global Justice Education in the Face of Neoliberalism (Vallier, 2022)

CP is the pedagogical approach that underpins GCDE. It is an approach that could be described as the catalyst toward taking action to advance social justice– a clear goal of GCDE (Giroux & Bosio, 2021). CP strives to foster critical consciousness before action; to humanise students as responsible subjects who see the link between themselves and the world. Definitions of CP are contested, but one working definition of Critical Pedagogy that resonates with the aspirations of GCDE is that it “is an educational theory based on the idea that schools typically serve the interests of those who have power in a society by, usually unintentionally, perpetually unquestioned norms for relationships, expectations, and behaviours” (Billings, 2019). The implication then is that CP questions these norms replicated in higher education. One such often unquestioned norm is neoliberalism.

 
The ideology of neoliberalism is often cited as a global economic logic and political ideology that prioritises economic growth and global capitalism at the expense of public funding, democracy and equity across the globe (McLaren et al., 2004). It is beyond the scope of this Toolkit to explicate neoliberalism as much has been written elsewhere on the topic. But CP and GCDE intersect in a shared critique of neoliberalism’s market logic (Giroux, 2002;Vallier, 2022)that currently dominates university practices and policies worldwide. CP and GCDE defy the neoliberal agenda by reinforcing the role of higher education as the moral compass to serve the public good. CP is the pedagogical theory underpinning GCDE to promote the development of knowledge, skills, values, and attitudes that enable learners to contribute to a more inclusive, just, and peaceful world. GCDE encompasses themes such as global interdependence, diversity, human rights, sustainable development, and conflict resolution. A higher education educator/researcher/policy maker with a critical pedagogical lens also interrogates these themes by engaging learners and colleagues in asking questions and challenging assumptions with a global focus about curriculum, research, and policy.

One example, as previously mentioned, is the current focus to decolonize the curriculum, classroom, and higher education institutions more broadly. Building on the critical traditions of Freire and by locating CP within GCDE, we reject dominant hegemonic views that educational discourses and institutions are neutral and value free. They cannot be removed from the interrelated culture, historical social and political contexts in which they operate. (Lodge, 2021). CP in concert with GCDE perspective, tries to bring about a deconstruction of global power relations as illustrated in neoliberalism, be they political, economic, social, or environmental. For the purposes of this Toolkit, CP is the process and GCDE is the content and context.

“Originally and chiefly with reference to the idea of a country or people formerly made subject to colonial rule rediscovering or developing a distinctive identity, culture, or society free from the structures, assumptions, and culture of a colonizing power, but now also referring to the recognition by a former colonizer or colonial power of its own history of oppression or exploitation of colonized peoples, wealth amassed as a colonial power, and rejection of racist attitudes or of the glorification of colonialism or colonialists, etc.”
Decolonization, 2023.

 
Section links

 
Equity across the globe. Available at <https://www.jstor.org/stable/23478424> (Opens in a new tab or window).

Neoliberalism. Available at <https://plato.stanford.edu/entries/neoliberalism/> (Opens in a new tab or window).

Decolonisation. Available at <https://doi.org/10.1093/OED/7004760265> (Opens in a new tab or window).

 

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Module 1: What is Critical Pedagogy?

 

Critical Pedagogy values and themes: A working definition of CP for this Toolkit

The definition of Critical Pedagogy is contested; therefore, it is important to articulate the operating definition undergirding this resource. We draw our definition of Critical Pedagogy in this Toolkit from the work of Henry Giroux (Giroux, 2018).

“Critical Pedagogy foregrounds the diverse conditions under which authority, knowledge, values, and subject positions are produced and interact within unequal relations of power; it also problematizes the ideologically laden and often contradictory roles and social functions that educators assume within the classroom.”
On Critical Pedagogy, Henry Giroux, 2020.

Giroux was heavily influenced by Paulo Freire and for that reason we define some key concepts in Freire’s work that are imbued in the definition and philosophical underpinning of CP as framed in this Toolkit.

 

1.1 Key Freirean Concepts with Illustrative Examples in Modern University

Introduction

In the section below, we present examples of this concept applied to a modern university setting. These examples are illustrative, not exhaustive. We illustrate what the concept looks like in policy or practice, and where applicable, we offer suggestions for how a CP/GCDE pedagogy lens can contravene (Biesta,2017).

 

Oppression

“Attempting to liberate the oppressed without their reflective participation in the act of liberation is to treat them as objects that must be saved from a burning building.”
Freire, Pedagogy of the Oppressed.

What it looks like?

Persistent microaggressions (Torres, 2020)that ask non-white students where they are from, assuming the university is a white majority space; inequality perpetuated by structural policies that affect who has access and resources available to attend university ( this more often affects marginalised groups); challenges to an instructor of colour’s expertise by majority students when compared to their white colleagues; a woman’s opinion at an important meeting ignored when she raises her hand; those that can pay for higher education can access higher education; research language is in English and publishing journals and repositories determine what kind of knowledge is valued; insensitivity to cultural diversity and lack of accommodation for diverse practices.

 
Section link

 
Microagressions. Available at <https://video.ucdavis.edu/media/What+are+MicroaggressionsF/1_sukv7tbn> (Opens in a new tab or window).

How CP/GCDE contravenes?

In one’s own university, staff and students can examine who has access to resources; how instructors of colour are treated by majority students when compared to their white colleagues; assess meeting practices and whose voices are ignored or validated; identify who can or cannot pay for higher education. They can examine research language in publishing journals and repositories to determine what kind of knowledge is valued or omitted; analyse how cultural diversity is put into practice and what accommodations exist for diverse practices.

 

Alienation

What it looks like?

Teaching, research, and curricula can alienate students with specialised jargon without adequate explanation; students feel disconnected from global issues and feel a lack of agency to act for change. Rigid teaching methods do not align with students’ interests or experiences and there is a lack of diversity in perspectives in knowledge production. Teaching methods are disconnected from real-world contexts and problems with limited opportunities for student input. Competitive and high-pressure learning environments are not conducive to learning for all students with narrow criteria of success. Institutions perpetuate discriminatory practices in admissions, hiring and curriculum development. Hierarchical power dynamics dictate terms of learning.

How CP/GCDE contravenes?

CP/GCDE incorporates diverse perspectives in the chosen curriculum and provides clear explanations of concepts. They offer opportunities for hands- on active learning and encourage critical reflection. They create supportive and collaborative learning environments that incorporate student feedback and allow flexibility in assignments. They empower students to foster a sense of ownership over their learning by creating alternative assessment practices, involving students in decision making processes, and supporting student-led initiatives that promote inclusivity, diversity, and social justice. CP/GCDE encourages instructors to be approachable and supportive mentors to students in which they clearly communicate expectations, learning objectives and assessment criteria.

“Any situation in which some men prevent others from engaging in the process of inquiry is one of violence… to alienate humans from their own decision making is to change them into objects.”
Freire, Pedagogy of the Oppressed.

 

Liberatory education

“Education as the practice of freedom – as a way of teaching that anyone can learn when the teacher and student recognize their shared responsibility for creating a space in which learning can occur.”
bell hooks, Teaching to Transgress.

 
Video

 

Video: “Education liberates” featuring bell hooks and Bettina Love.
Publisher / date: St Norbert College, 2017.
Length: 1 hr, 29 min.
Description: A conversation about liberatory education pedagogy and black childhood.
Link: <https://www.youtube.com/watch?v=kY2C_ATNFEM> (Opens in a new tab or window).

 
What it looks like?

CP/GCDE promotes education as a tool for emancipation in which students critically analyse and transform societal structures that are oppressive /unjust to themselves and others. In the context of GCDE, a liberatory education supports students to recognise their role as global citizens, empowering them to engage in social change initiatives (e.g. understand how international trade agreements work, how geopolitics is weighted in favour of wealthy countries and often former colonial powers.) CP/GCDE emphasises education for liberation, empowering individuals to become agents of change in their own lives and communities. CP/GCDE enables people to not only understand the world but also encourages them to transform it, working towards a more just and equitable society for all.

“Leaders who do not act dialogically, but insist on imposing their decisions, do not organise the people–they manipulate them. They do not liberate, nor are they liberated: they oppress.”
Freire, Pedagogy of the Oppressed.

 

Authentic subject

What it looks like?

CP/GCDE encourages students to reflect on their own identities and lived experiences, helping them move from being passive recipients of knowledge to active subjects in their own learning. This self-awareness supports the development of an authentic, critically conscious identity. In a global context they might reflect on their identities and lived experiences, understanding how they relate to broader global dynamics. This self-awareness helps students connect their personal narratives to global issues such as social inequality, cultural diversity, and international relations. By exploring how their lived experiences are shaped by and shape global forces, students can develop a more nuanced, critically conscious identity. This authentic identity empowers them to recognise their agency, engage with global issues, and work towards positive change. For example, students can leverage their unique perspectives to advocate for fair trade, challenge systemic inequalities, or support international initiatives that promote global justice and development.

“Liberating education consists in acts of cognition, not transferals of information.”
Freire, Pedagogy of the Oppressed.

 

CP Consciousness

 
What it looks like?

Critical consciousness from a Critical Pedagogy and global citizenship education lens involves a combination of awareness, analysis, empathy, action, and commitment to social justice on both the local and global scales. It is an awareness of power structures and how these structures shape people’s lives; critically assess dominant geopolitical, trade, environmental or societal narratives, such as those favouring Western interventions, solutions or power; explore alternative viewpoints and imagine new ways of resolving conflict; develop a deeper understanding of global dynamics and envision solutions that promote peace and equity; advocate for the rights and dignity of others who are marginalised or oppressed groups; engage in activism, advocacy , and community organising to challenge oppressive systems and work toward social change.

“Dehumanisation, although a concrete historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanises the oppressed.”
Freire, Pedagogy of the Oppressed.

 
Video

 

Video: Dr David Anderson Hooker on Critical Consciousness.
Publisher / date: Yale Youth Ministry Institute, 2019.
Length: 3 min.
Description: Dr. Hooker gave this interview after delivering a lecture entitled, ” Eight Bowls, Four Weeks, One RADICL World” at Yale Divinity School on 07 November 2018.
Link: <https://www.youtube.com/watch?v=LmhVNR79Jsw> (Opens in a new tab or window).

 

Praxis

What it looks like?

This praxis-oriented approach helps students apply their learning in real-world contexts, fostering meaningful change at both local and global levels. GCE can help students move beyond theoretical discussions by encouraging them to design and implement community-based projects that address local manifestations of global issues, such as inequality or housing insecurity. Recognize the impact of global issues such as climate change, economic inequality, and human rights violations, and they act at both local and global levels.

“For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”
Freire, Pedagogy of the Oppressed.

 

Banking form of education

What it looks like?

Education is conceptualised as a one-way transaction where the educator deposits knowledge in the minds of students. Instructor holds knowledge and power: learners memorise and regurgitate facts without discussion or critical engagement; students passively prepare for exams without understanding material deeply or critically; multiple choice exams are the default; educator lectures from the front of the room with little interaction or collaboration as students are reluctant to question or challenge the instructor.

How CP/GCDE contravenes?

CP/GCDE offers a dialogic or participatory approach to education in which the instructor facilitates discussions and encourages students to pursue topics of interest to them. Instructors use active learning strategies such as discussion, debates, case studies, projects, and experiential learning as a catalyst to apply theory to real world problems. Students have a sense of agency over their own learning and all students feel valued and respected because decision-making processes are shared. The goal is not just to transmit information but students to become active agents of change. For example, students might engage in discussions that analyse global narratives in literature, comparing diverse cultural perspectives, and fostering a dynamic, interactive learning environment that empowers students to critically engage with global issues.

“Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is spectator, not re-creator.”
Freire, Pedagogy of the Oppressed.

 

Ideology

What it looks like?

Ideology can manifest in numerous ways. A history course that focuses on narratives of colonial powers might reflect a Eurocentric or imperialist ideology, an instructor who employs a lecture-based approach with minimal student participation may adhere to a more traditional or authoritarian ideology. In a classroom where the instructor is perceived as the sole authority figure and students are expected to passively receive information, there may be a reinforcement of hierarchical power structures. The language used in the classroom, including the terminology, framing of discussions, and discourse patterns, can reflect underlying ideological beliefs. An assessment approach that prioritises rote memorization and regurgitation of facts may reflect a more conservative or traditional ideology. The stated mission and values of a higher education institution often reflect underlying ideological beliefs and priorities e.g. some institutions may prioritise merit-based admissions; institutions may seek to recruit faculty members who align with their mission and values, ideological beliefs can shape research priorities, funding allocations, and institutional support for scholarly endeavours; governance models that are top- down.

 
Videos

 

Video: Political Ideology in America, in Crash Course Government #35.
Publisher / date: Public Broadcasting Service (PBS), 2015.
Length: 8 min.
Description: Craig focuses on political ideology in America with a focus on Liberals and Conservatives and their influences.
Link: <https://www.pbs.org/video/crash-course-government-and-politics-35/> (Opens in a new tab or window).

 

Video: What is ideology?
Publisher / date: PHILO-notes, 2023.
Length: 4 min.
Description: A brief lecture on the meaning of ideology.
Link: <https://www.youtube.com/watch?v=eLh4aNcNfEY> (Opens in a new tab or window).

 
How CP/GCDE contravenes?

CP/GCDE prioritises goals such as social justice, diversity, equity, inclusion, and global citizenship. The curriculum content includes diverse perspectives and marginalised voices and emphasises active learning, critical inquiry, and student-centred pedagogy. It provides opportunities for dialogue and collaboration to foster democratic inclusive environment while challenging ideologies in language used by instructors and students. Interactions in the classroom/campus do not perpetuate stereotypes or exclusionary practices.

Holistic admissions processes that consider factors such as socioeconomic; research topics and projects are related to inequality, discrimination, human rights violations, environmental degradation, and other forms of oppression; researchers adopt an intersectional research approach; recognizing the interconnected nature of systems of power and oppression based on factors such as race, gender, class, sexuality, nationality, and ability. Research in this paradigm would prioritise participatory and collaborative methods that involve the active participation of communities, stakeholders, and marginalised groups; research would adopt a global perspective, recognizing the interconnectedness of local and global issues and fostering solidarity across geographical and cultural boundaries. GCDE can encourage students to critically examine how neoliberal ideologies shape global economic policies. This examination helps students recognise how these ideologies perpetuate inequality and consider alternative economic models that prioritise social justice and equitable development.

 

Hegemony

What it looks like?

Hegemony, a concept developed by Italian Marxist thinker Antonio Gramsci, refers to the dominance of one group over others using ideology and consent rather than direct coercion.

The selection of course materials, readings, and topics covered in the classroom reflect dominant ideologies , perspective and narratives, while marginalising or excluding alternative viewpoints and voices; the instructor wields power over students in terms of determining course content, grading assignments, and facilitating discussions, reinforcing certain ideas and perspectives while marginalising dissenting viewpoints; no opportunities for critical inquiry, dialogue, and engagement with alternative perspectives; discourse and language in the classroom or in documents that perpetuate power imbalances, stereotypes of certain groups; institutional norms and practices privilege certain groups or perspectives over others and prioritise conformity; systemic biases and discrimination embedded in educational system, perpetuate existing patterns of privilege and oppression.

 
Video

Video: What is hegemony?
Publisher / date: PPHILO-notes, 2021.
Length: 1 min.
Description: A brief explanation on the meaning of hegemony.
Link: <https://www.youtube.com/watch?v=LwbuuIifji8> (Opens in a new tab or window).

 
How CP/GCDE contravenes?

CP and GCDE offer frameworks for challenging hegemony. Promote critical consciousness to be aware of how discourses shape knowledge production, perpetuate inequalities and marginalised certain groups; amplify voices and perspectives that are often marginalised or excluded ; centre experiences and knowledge of marginalised communities; challenge top-down authoritarian models of education ; foster a sense of global solidarity and social responsibility by promoting values of equity, justice and human rights that transcend national boundaries; empower students to become active agents; use an intersectional approach that recognizes the interconnected nature of systems of power and oppression and disrupt monolithic narratives by highlighting complexity of social identities and experiences. GCE can prompt students to explore how Western cultural hegemony influences global narratives and education. By examining how cultural products, such as media and literature, reflect and perpetuate this hegemony, students can develop a nuanced understanding of global inequalities and advocate for more inclusive representations.

 

What is the income share of some of the richest people in the world?

 
 

1.2 Shared Attributes of GCDE (as per UCC) and CP

Having explored these many definitions, Daly, Regan and Regan (2015: 1) draw together a useful description which incorporates the various attributes of GCDE. The Praxis Project aligns strongly with this description. Global Citizenship Development Education (GCDE) and Critical Pedagogy share several key features, particularly in their focus on issues of justice, rights, and critical consciousness (Centre for Global Development Praxis UCC, n.d.).

 
Table 1. Comparison of attributes of GCDE and CP.

Global Citizenship Development Education (GCDE)	Critical Pedagogy (CP)
Focuses directly on key development and human rights issues locally and internationally.	Context and relevance are essential in learning space. Stimulate awareness of issues from a justice/and or rights perspective interrogating the status quo and challenging what is considered “normal.”
Seeks to stimulate, inform, and raise awareness of issues from a justice and/or rights perspective.	Interrogate status quo, question assumptions, challenge what is considered “normal”- critical consciousness.
Routinely links local and global issues.	Relevance of curriculum and link the local and global issues.
Explores key dimensions such as individual and public dispositions and values; ideas and understandings, capabilities, and skills.	Questions assumptions deemed ‘natural’ and taken for granted.
Critically engages with the causes and effects of poverty and injustice.	Prompts critical consciousness to ‘read’ one’s community and connect ones lived experience to broader issues national and global. Routinely challenges and questions assumptions.
Encourages public enquiry, discussion, debate, and judgement of key issues.	Interrogates the causes and effects of poverty and injustice.
Encourages, supports, and informs action-orientated activities and reflection in support of greater justice.	Connect theory and practice as praxis.
Takes significant account of educational theory and practice; engage with multiple, diverse, and contested perspectives.	Emphasises critical thinking, self-directed action, experiential learning, and participative methodologies.
Emphasises critical thinking and self-directed action; prioritises global interconnectedness and action for social justice on a broader scale.	Prompt critical consciousness. Strong focus on questioning power structures.
Seeks to promote experiential learning and participative methodologies; empower learners to understand, engage with, and transform the world around them.	Critique and analyse one’s lived experience; empower learners to understand, engage with, and transform the world around them.
Routinely challenges assumptions by engaging with multiple, diverse, and contested perspectives.	Interrogating, questioning, and exploring are valued pedagogical practices.

 
Section link

 
The Praxis Project. Available at <https://praxisucc.ie/> (Opens in a new tab or window).

 
 

1.3 Key Tenets of Critical Pedagogy

In the section below, we highlight values of Critical Pedagogy and provide examples of how those values might be enacted.

Universities are not neutral. What does this mean? Education is political, but this idea is contested. Some would argue that education is colour blind, gender blind, globally and geopolitically and historically blind. But critical pedagogues when we say educational spaces are not neutral, we are saying that there are invisible forces operating as if educational spaces are socially just and democratic while being totalitarian, oppressive, and hurtful to groups of students.

Critical pedagogues would say we need to see education as a systemic context in which there is a relationship between education and other social dynamics. Others have made decisions about education, textbooks, grading practices etc. that hold certain values and are shaped by systems of beliefs. From a critical stance, we need to see these relationships to reshape education decisions, including our own practices. Critical Pedagogy strives to address this political dynamic of education and be conscious of how it manifests in school – know your subject/discipline but also know the political structure of your school. Classroom discourse is not value free and is connected to cultural, historical, social, and political contexts.

 

Power and ideology

Teaching is a political act and revolves around questions of power. CP interrogates how power is maintained in the interest of some at the expense of others; power must be brought into our analysis and discussed. CP challenges the status quo by exposing what is labelled neutral. Critical pedagogues make their position known, but don’t impose their position. CP pedagogues ask: who is indoctrinating whom? In other words, are we accepting ideas and beliefs uncritically- are our students?

CP/GCDE Example

Students can critically examine how neoliberal ideologies shape global economic policies, influencing issues such as trade, development aid, and wealth distribution. This analysis helps students understand how power and ideology perpetuate global inequalities and consider alternative models that prioritise equity and justice.

Education is not about controlling learners

Critical pedagogues counter the idea that education is about regulating and controlling learners. What does this mean? Regulating and controlling can be done through grades, access, promotion, policy etc. Our job as CP educators is to empower students as democratic citizens to improve their own lives and their communities.

CP/GCDE Example

In a university policy review process, Critical Pedagogy can advocate for inclusive policies that avoid tracking students into rigid educational paths. Instead, it supports diverse learning opportunities that empower students to develop skills that address global issues, such as climate change, sustainable development, and human rights.

“The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves.”
Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change.

CP is concerned with human suffering and holds the stance that human suffering is humanly constructed phenomena and does not have to exist. A CP goal would be to develop a critical consciousness to better understand and act to alleviate suffering. Critical pedagogues believe we must struggle against inequality, and we do this by understanding the lived experience that comes from oppression and is manifest in our communities. We must put theory and intellect into action.

 

How does life satisfaction and GDP compare across countries?

Don’t hurt students by blaming them for their failure. This is not about students not taking responsibility or staff not providing a rigorous curriculum, but about the idea that we need to consider the social, cultural, economic backgrounds of our students as well as the needs and interests that come from these diverse backgrounds. CP does not support mechanisms of social stratification, such as tracking. CP does not see students as having deficits that need to be fixed.

CP/GCDE Example

Deficit thinking (Davis, 2019)in higher education refers to a mindset or approach that focuses primarily on the perceived weaknesses or deficiencies of students rather than their strengths and potential. One global example of deficit thinking in higher education is the assumption that students from underprivileged backgrounds or marginalised communities lack the necessary academic preparation or ability to succeed in rigorous academic programs. This assumption may lead educators and institutions to adopt remedial or watered-down curricula for these students, rather than providing them with the support and resources needed to excel.

 
Section link

 
Deficit thinking. Available at <https://quod.lib.umich.edu/cgi/t/text/idx/c/currents/17387731.0001.110/–what-is-deficit-thinking-an-analysis-of-conceptualizations> (Opens in a new tab or window).

 
Pose problems and have students ask questions and learn to explore the world, not just regurgitate facts. An educator is a facilitator to help students become self-directed learners and people.

CP/GCDE Example

GCDE can encourage students to engage in problem-posing activities that explore global issues, such as climate justice or international relations. This approach fosters critical thinking and dialogue, empowering students to connect theory to real-world situations and propose solutions.

 

What share of the world’s population has access to electricity?

Educators need to understand the social construction of their students’ consciousness. CP affirms the complexity of learning and the social contexts in which education takes place. Critical pedagogues need a rich understanding of the social backgrounds of their students, the social contextual factors that impact student learning. In this sense, critical educators are researchers of their students. Instructors are learners, too, and scholarly instructors understand that curriculum is responsive to students’ needs and must account for context. They ask questions of their practice and its effects. CP is not just about activism. They cultivate intellect as well as social change. They strive to develop a rigorous education that can accomplish both activism and intellectualism. A critical educator provides knowledge and expertise that students react to, reject, reinterpret, analyse and put into action. CP instructors’ model rigorous thinking.

CP/GCDE Example

Cultivate intellect as well as social change: In a research seminar, students can be encouraged to develop projects that combine rigorous academic inquiry with practical social change initiatives. For example, they might conduct research on global health disparities and propose actionable solutions to improve healthcare access in subaltern communities.

Seek out individuals, voices, texts and perspectives that have been excluded. The instructor needs to study how the classroom can be unjust by amplifying the voices of those who struggle to be heard.

CP/GCDE Example

Seek out individuals, voices, texts, and perspectives that have been excluded: e.g. students can explore works by authors from struggling communities worldwide, gaining diverse cultural perspectives. This inclusion helps to diversify global narratives, challenging dominant perspectives and encouraging a more inclusive understanding of global issues.

Connect what we are teaching to context. What this means is to connect what we are doing by teaching to a wider reference and wider range of causes. Knowledge must be viewed in its relationship to other information and events; it is not isolated. A Critical Pedagogy overcomes reductionism.

CP/GCDE Example

Connect what we are teaching to context: students can study local environmental issues and connect them to global challenges, such as climate change and biodiversity loss. This contextual approach helps students understand how local actions contribute to global solutions and vice versa.

 

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Module 2: Critical Pedagogy and GCDE Tenets in Practice

 

 
Introduction- Democracy in classrooms(Reilly, 2022)

Democracy in the classroom focuses on empowering future citizens to examine and analyse their world in ways that enable them to make decisions and talk collectively about shared concerns that affect their communities (Leach, 2018). As Leach (2018) suggests, it is not about wielding power over students or unchallenging received assumptions. A democratic classroom is not about top-down. But rather a bottom-up approach where educators and students engage in mutual dialogue in the classroom.

 
Section link

 
Democracy in classrooms. Available at <https://www.timeshighereducation.com/campus/how-universities-can-embed-democratic-principles-and-practices-student-experience> (Opens in a new tab or window).

 
 

2.1 Redesign Relationship Between Instructor and Student in Critical Pedagogy/GCDE

CP/GCDE Example

The relationship between instructor and student in Critical Pedagogy: Instructors can explore how to establish more democratic relationships with their students, promoting dialogue and collaboration; developing learning community agreements; providing choice and options for demonstrating knowledge; co-creating assignments; creating collaborative learning activities such as project-based learning. These types of interventions shift away from the banking model, empowering students to actively participate in their learning and engage with global issues.

 
Video

 

Video: The banking model of education.
Publisher / date: Helpful Professor Explains! 2024.
Length: 3 min.
Description: The banking model of education describes a teaching method where the teacher deposits information into students, who merely receive, memorize, and then repeat.
Link: <https://www.youtube.com/watch?v=xOmhgVCJzms> (Opens in a new tab or window).

 
 

2.2 Education as Emancipatory and Transformational

CP/GCDE Example

When education is emancipatory and transformational, not banking model, students can explore narratives of liberation movements worldwide, examining how these movements challenge colonial legacies and oppressive structures. This exploration helps students understand how education can be a tool for emancipation, transforming their perspectives and actions.

 
Video

 

Video: You matter and so does your voice.
Publisher / date: Amnesty International, 2022.
Length: 1 min.
Description: Amnesty International demands that everyone, everywhere protects the protest.
Link: <https://www.youtube.com/watch?v=-9yaOnOx9qg> (Opens in a new tab or window).

 

What share of the world’s population has access to electricity?

 
 

2.3 CP Education Demystifies Ideology & Liberates from Dogma

CP/GCDE Example

CP Education demystifies ideology & liberates from dogma: students can critically examine ideologies that shape international relations, such as nationalism or neoliberalism. This demystification helps students understand how these ideologies perpetuate global inequalities, empowering them to advocate for alternative, just policies.

 

What is the relationship between interpersonal trust, institutional trust & inequality?

 
 

2.4 CP liberates from dehumanisation, objectification and inauthentic identity

CP/GCDE Example

CP liberates from dehumanisation, objectification, and inauthentic identity: students can explore how global narratives around health can objectify poorer communities. By challenging these narratives, students can advocate for a more compassionate, equitable approach to global health initiatives.

 

What are the root causes of differences in life expectancy around the globe?

 
 

2.5 CP Pedagogues prompt to critical consciousness and authentic subjectivity

CP/GCDE Example

Students can reflect on how global media shapes their understanding of cultural identities. This reflection helps them develop a critical consciousness, enabling them to engage with cultural narratives more authentically and advocate for diverse perspectives.

 
Video

 

Video: Noam Chomsky’s Manufacturing Consent revisited – The Listening Post.
Publisher / date: Al Jazeera English, 2018.
Length: 25 min.
Description: Interview between BBC journalist Andrew Marr and Noam Chomsky in which Marr asks: “How can you know that I’m self-censoring?”.
Link: <https://www.youtube.com/watch?v=pf-tQYcZGM4> (Opens in a new tab or window).

 
 

2.6 CP Challenges Us to Interrogate our Pedagogy & Curriculum

Five principles of Critical Pedagogy are useful for instructors to interrogate their course outline, assessments, assignments, or module (Ultsch et al.,2022).

 
CP/GCDE Example

Instructors evaluate a course outline and assessment through a critical lens (using questions above). This interrogation helps ensure pedagogy challenges dominant narratives, dismantles barriers, and fosters student agency, particularly regarding global issues.

 

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Module 3: Analysis of Existing Classroom Resources

 

Analysis of Existing Curriculum Resources through the Lens of CP and GCDE

In the section that follows, three examples of curriculum resources from developmenteducation.ie are annotated to highlight the intersection of Critical Pedagogy and Global Citizenship Development Education. The intention in this section is to make explicit how the two education practices share a common lineage and educational theorization. The charts below highlight one resource and illustrate elements of CP and GCDE embedded in the resource design, as well as methods of instruction that support a CP/GCDE. Additional reflective questions are included to possibly expand the CP/GCDE scope of these selected resources.

 
Section link

 
Development education. Available at <http://developmenteducation.ie/> (Opens in a new tab or window).

 
 

3.1 Resource: Greenwashing

 
Table 2. Greenwashing resources embedding CP and GCDE.

Resource link and description	Review of how resource embeds CP	Review of how resource embeds GCDE	Methods of Instruction support CP/GCDE	Additional questions we can ask of the resource	How resource advances action/hope
Greenwashing series (link 01).	Real examples and relevant content that provides problem-posing framework.	Focus on environmental pollution at local/national/global scale.	Two case studies (link 02).	How might we emphasise the importance of collective informed solidarity action beyond individual action?	Create a sustainable fashion plan.
Three-part Guidebook about greenwashing (false claims about environmental benefits of product or service) and how “fast fashion” is a barrier to sustainable development.	Questions assumptions and interrogate social narratives. Offers Critique and analysis of norms, language.	Asks the question who benefits and connect Greenwashing to larger issues of economic systems, political systems, power, inequality.	Active Learning (Centre for Innovation, University of Minnesota, n.d.) (link 03). Uses groups and collaborative learning activities (Centre for Teaching Innovation, Cornell University, n.d.) (link 04). Think pair share (Centre for Teaching and Learning, Kent State University, n.d.) (link 05).	How could we invite learners to explore the ways Greenwashing is connected/linked to other forms of communication/persuasion/ideology/economic interests, and power? How could the resource help students explicitly identify root causes?	Move debate to action: how can we incorporate sustainable fashion in our consumer behaviour?
Can be used with multiple disciplines.	Use of dialogue & reflection (Global Learning Partners, 2023) (link 06).		Uses Videos of current, relevant examples (Brame, 2016) (link 07).	How might students conduct their own research projects on a topic?	Identify strategies for overcoming challenges and how students/individuals can respond.
Has an educator’s guide and additional guide on civic society groups.			Dialogue discussion, reflection (Kang & O’Neill, 2018) (link 08).	How might an assessment include evidence that the learner has had a change in consciousness about the problem-posed (e.g., journal, reflective writing, essay response, video reflection)?	Provides overview of European Citizen Initiatives as well as how governmental bodies are incentivizing corporate sustainable actions.

 
Table 2 links

 
01. Greenwashing series. Available at <https://developmenteducation.ie/feature/slow-to-change-quick-to-greenwashing-case-studies-in-fast-fashion-and-fossil-fuel-adverts/> (Opens in a new tab or window).

02. Two case studies: Eberly Centre, Carnegie Mellon University, 2024; Gargano, 2023; Metropolitan, 2021. Available at <https://www.facultyfocus.com/articles/effective-teaching-strategies/using-case-studies-to-develop-questioning-skills/> (Opens in a new tab or window).

03. Active learning. Available at <https://cei.umn.edu/teaching-resources/active-learning> (Opens in a new tab or window).

04. Collaborative learning. Available at <https://teaching.cornell.edu/resource/examples-collaborative-learning-or-group-work-activities> (Opens in a new tab or window).

05. Think pair share. Available at <https://www.kent.edu/ctl/think-pair-share> (Opens in a new tab or window).

06. Use of dialogue & reflection. Available at <https://www.globallearningpartners.com/blog/dialogue-education-in-the-university/> (Opens in a new tab or window).

07. Uses videos. Available at <https://www.lifescied.org/doi/10.1187/cbe.16-03-0125> (Opens in a new tab or window).

08. Dialogue, discussion and reflection. Available at <https://www.jstor.org/stable/48543117?seq=2> (Opens in a new tab or window).

 
 

3.2 Resource: Beyond Borders

 
Table 3. Beyond borders resources embedding CP and GCDE.

Resource link and description	Review of how resource embeds CP	Review of how resource embeds GCDE	Methods of Instruction support CP/GCDE	Additional questions we can ask of the resource	How resource advances action/hope
Beyond borders: Explores refugees and forced migration, asylum seekers and resettlement/displacement (link 01).	Humanises the classroom by creating class charter.	Examines borders and colonialism.	Participatory and active learning (Katopodis, 2020). Uses matching activities to connect abstract concept with concrete examples (link 02).	How can you make this resource relevant to your student level and how might you adapt the resources and activities?	Develop Human Rights Perspective.
Many participatory and active learning activities that can be adapted for many disciplines.	Challenges assumptions and biases about Irishness, boarders, home, belonging.	Asks the question who benefits and connect Greenwashing to larger issues of economic systems, political systems, power, inequality.	Creative nontraditional materials (Luetkemeyer et al., 2021). Used to explore themes. Uses visual arts methods Role play, poetry (link 03).		Reflective writing activity in which they consider how they might act when witnessing racial incident – empower and agency.
	Connects content to lived experience and historical larger perspective.	Explore root causes of displacement.	Student-centred research (UCLA Centre for Advancement of Teaching, n.d.) (link 04).		Example of mapping activity created to debunk myths and hoax about migrants, misinformation /disinformation analysis is empowering.
	Student research topic of interest.	Investigate Irish response to migration	Uses video for discussion/reflection (Mateer, 2010) (link 05).		Student led solidarity action: invited speakers, community radio piece, digital campaign about rights, screen refugee documentary, perform play, art exhibit, student rallied around family scheduled to be deported, boycotts and divestment campaigns.
	Explores and interrogates powers that divide and separate people.		Uses case studies actual stories of displaced people’s diaries (Eberly Centre, Carnegie Mellon university, 2024) (link 06).
	Counter dominant narrative of refugees as economic toll.		Uses dialogue and group discussion (Diaz & Gilchrist, 2010) (link 07).

 
Table 3 links

 
01. Beyond borders. Available at <https://developmenteducation.ie/wp-content/uploads/2023/10/beyond_borders-gowc-toolkit.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

02. Participatory and active learning. Available at <https://transform.commons.gc.cuny.edu/2020/12/21/what-is-participatory-or-active-learning/> (Opens in a new tab or window).

03. Creative non-traditional materials. Available at <https://files.eric.ed.gov/fulltext/EJ1311940.pdf> (Opens in a new tab or window, or right-click to select Save/Download)).

04. Student-centred research. Available at <https://teaching.ucla.edu/resources/keep-teaching/student-centered-learning/> (Opens in a new tab or window).

05. Uses video for discussion/reflection. Available at <https://serc.carleton.edu/sp/library/media/index.html#:~:text=Media%20can%20be%20a%20component,be%20a%20powerful%20learning%20experience> (Opens in a new tab or window).

06. Case studies actual stories of displaced people’s diaries. Available at <https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/casestudies.html> (Opens in a new tab or window).

07. Uses dialogue and group discussion. Available at <https://delibdemjournal.org/article/369/galley/4698/view/> (Opens in a new tab or window).

 
 

3.3 Resource: Sustainable Development Goals (SDGS)

 
Video

 

Video: UN Special Rapporteur on extreme poverty and human rights Philip Alston on economic justice.
Publisher / date: EurodadVideos, 2019.
Length: 8 min.
Description: Philip Alston discusses the challenges and ways forward to achieve economic justice.
Link: <https://www.youtube.com/watch?v=4CxYOq_tTGE> (Opens in a new tab or window).

 
Table 4. SDG resources embedding CP and GCDE.

Resource link and description	Review of how resource embeds CP	Review of how resource embeds GCDE	Methods of Instruction support CP/GCDE	Additional questions we can ask of the resource	How resource advances action/hope
Let’s talk SDG. “Supporting Critical Perspectives on Sustainable Development Goals” (link 01).	Invites Research and questions language in document and explores underlying assumptions.	Focus on SDG framework and how it does or does not advance eradication of poverty and injustice.	Raises critical questions to use for analysis and reflection. Socratic method (Kruse, 2022) (link 02).	How might educators adapt the principles of radical development education to their curriculum? What alternative instructional methods/materials could be incorporated?	Asks to reflect on collective actions that could shift power away from the global elite.
A tool that dissects SDGs through lens of radical pedagogy.	Distinguishes between safe and radical pedagogy.	Invites pro-active citizenship actions.	Offers opportunities for critical reading, (Eberly Centre, Carnegie Mellon University, 2024). Dialogue and discussion of SDGs (link 03).	How might educators turn resource’s challenges into student-centred learning activities? E.g. student presentation on history of SDGs with respect to colonialism; create a local action plan to educate community on critical analysis SDGs; critically analyse the agenda behind a particular SDG.	Emphasis on what it means to be a pro-active citizen.
	Unveils gaps and omissions in critical analysis of SDGs.		Word search activity in SDGs document	How might students rewrite SDGs to challenge international power structures?
	Focuses on critical analysis and questioning of assumptions & omissions.		Critical reading and document analysis with prompting questions (Sankofa, 2023) (link 04).	How could students research a social justice issue that challenges an SDG?
	Challenges dominant global power structures.			How might educators build in opportunities for learners to create plans for individual or collective action and intervention

 
Table 3 links

 
01. Let’s talk SDG. Available at <https://www.centreforglobaleducation.com/sites/default/files/Let%27s Talk SDGS.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

02. Socratic method. Available at <https://tilt.colostate.edu/the-socratic-method/#:~:text=The%20Socratic%20Method%20involves%20a,by%20posing%20thought%2Dprovoking%20questions> (Opens in a new tab or window).

03. Critical reading. Available at <https://www.cmu.edu/teaching/solveproblem/strat-criticalthinking/criticalthinking-03.html> (Opens in a new tab or window).

04. Document analysis. Available at <https://www.tandfonline.com/doi/abs/10.1080/13645579.2022.2113664> (Opens in a new tab or window).

 
 

3.4 Additional Resources – Instructional Methodologies

These classroom methodologies incorporate the principles of global citizenship education and Critical Pedagogy, as both approaches seek to empower learners to critically engage with the world around them, challenge inequities, and work towards a more just and sustainable future.

 

Revisioning the Lecture

01. Making lectures more interactive. Available at <https://ctl.indianapolis.iu.edu/Resources/Teaching-Strategies/Tips-for-Making-Lectures-More-Active> (Opens in a new tab or window).

02. Webster, RS (2015) In defence of the lecture. Journal of Teacher Education 40(10): 88–105. Available at <https://files.eric.ed.gov/fulltext/EJ1078748.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

03. Clark, L. B. (2018). Critical pedagogy in the university: Can a lecture be critical pedagogy? Policy Futures in Education, 16(8), 985-999. DOI: https://doi.org/10.1177/1478210318787053. Available at <https://journals.sagepub.com/doi/full/10.1177/1478210318787053> (Opens in a new tab or window).

 

Using Critique, Dialogue and Reflection

01. Using Critique, Dialogue and Reflection. Available at <https://www.aashe.org/wp-content/uploads/2021/10/RESJ-2021-Anthology-Essay-8-1.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

02. Jemal A. Critical Consciousness: A Critique and Critical Analysis of the Literature. Urban Rev. 2017 Nov;49(4):602-626. DOI: 10.1007/s11256-017-0411-3. Available at <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5892452/> (Opens in a new tab or window).

03. Decolonising dialogue. Available at <https://snfpaideia.upenn.edu/decolonizing-dialogue-reading-series-paulo-freire-and-dialogue-as-existential-necessity-for-liberation/> (Opens in a new tab or window).

04. Burbules, N.C. (2017). Dialogue and Critical Pedagogy. In: Peters, M.A. (eds) Encyclopaedia of Educational Philosophy and Theory. Springer, Singapore. DOI: https://doi.org/10.1007/978-981-287-588-4_233. Available at <https://link.springer.com/referenceworkentry/10.1007/978-981-287-588-4_233> (Opens in a new tab or window).

 

Socratic method

01. Kruse (2022). Available at <https://tilt.colostate.edu/the-socratic-method/#:~:text=The%20Socratic%20Method%20involves%20a,by%20posing%20thought%2Dprovoking%20questions> (Opens in a new tab or window).

 

Think Aloud Method

Think Aloud encourages students and educators to describe their individual process for reading and connecting to the text. Community sharing broadens student understanding that each member of the classroom community contributes a unique perspective and experience. It illustrates how knowledge is not objective. Available at <https://www.learningforjustice.org/classroom-resources/teaching-strategies/close-and-critical-reading/think-aloud> (Opens in a new tab or window).

 

Active learning

Active learning (Centre for Innovation, University of Minnesota, n.d.) is defined as methods that engage students in their learning process. Available at <https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/active-learning> (Opens in a new tab or window).

Here are some examples of active learning techniques (Centre for Teaching Innovation, Cornell University, n.d.). Available at <https://teaching.cornell.edu/getting-started-active-learning-techniques> (Opens in a new tab or window).

 

Project-based learning

In a diverse classroom setting, educators can implement project-based learning activities that address global issues such as climate change, poverty, or human rights. Through collaborative projects, students not only learn about these issues but also analyse the root causes and potential solutions, fostering critical thinking and social awareness (Buck Institute for Education, n.d.). Available at <https://www.pblworks.org/what-is-pbl> (Opens in a new tab or window).

 

Service-Learning Programmes

Service-learning initiatives, where students engage in community service activities, can be integrated with Critical Pedagogy by encouraging students to critically reflect on power dynamics and social inequalities within the communities they serve. By examining their own roles and privileges, students develop a deeper understanding of global citizenship and social justice (Bandy, 2011).

 

Virtual exchange programmes

Virtual exchange programs connect students from diverse cultural backgrounds through online platforms, facilitating cross-cultural dialogue and collaboration. These programs often incorporate Critical Pedagogy by encouraging participants to question stereotypes, challenge biases, and explore issues of social justice together (European Commission, n.d.). Available at <https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-1/virtual-exchanges> (Opens in a new tab or window).

 

Simulations and Role-Playing Exercises

Simulations and role-playing exercises allow students to immerse themselves in complex global issues, such as international diplomacy or refugee crises. By assuming different perspectives and grappling with ethical dilemmas, students develop critical thinking skills while gaining empathy and understanding for diverse viewpoints (UNSW Syndney, Teaching, 2023).

 

Incorporate Global Competency Frameworks in Curriculum Design

Integrating global competency frameworks into curriculum design ensures that students develop the knowledge, skills, and dispositions necessary to thrive in an interconnected world. Critical Pedagogy can inform the design of these frameworks by emphasising the importance of questioning dominant narratives, promoting social justice, and fostering a sense of agency and responsibility for positive change. Asia Society/OECD (2018), Teaching for Global Competence in a Rapidly Changing World, OECD Publishing, Paris/Asia Society, New York, https://doi.org/10.1787/9789264289024-en

 

Alternative Assessments

Resource available at <https://www.yorku.ca/teachingcommons/wp-content/uploads/sites/38/2021/07/Guide_alternative_assessments-UPDATED-July-2021.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

 
 

3.5 Stories of Change, Stories of Hope

Critical Pedagogy is a pedagogy of hope, a radical hope as an educated hope (Giroux, 2004). It is a pedagogy of possibilities (Schwittay, 2023), of imagining the world otherwise (Ichikawa, 2022). In this resource from Development Education Ireland (Development Education.ie, 2024), there are examples of action projects, advocacy and community campaigns that promote hope as a subversive force for change.

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”
Paulo Freire.

 
Section links

 
Stories of change. Available at <https://developmenteducation.ie/features/stories-of-change/> (Opens in a new tab or window).

Radical hope. Available at <https://www.humanities.mcmaster.ca/~girouxh/online_articles/Tikkun piece.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

Pedagogy of possibilities. Available at <https://www.tandfonline.com/doi/full/10.1080/14681366.2023.2187439> (Opens in a new tab or window).

Imagining the world otherwise. Available at <https://www.tandfonline.com/doi/full/10.1080/14681366.2023.2187439> (Opens in a new tab or window).

Development Education Ireland. Available at <https://developmenteducation.ie/features/stories-of-change/> (Opens in a new tab or window).

 

Module 4: Sample Overview Frameworks for Designing Critical Courses

 

 

Applying Critical Pedagogy and GCDE Principles: Complementary Frameworks for Course (Re)Design

Introduction

The subsequent section provides samples of course overviews frameworks that reflect both the principles of Critical Pedagogy and GCDE. This is not an exhaustive, nor comprehensive list, but rather an entry point for educators to consider how they might design or redesign their course/module. These overviews are intended to initiate a reflective dialogue and interrogation of a course design.

GCDE aims to cultivate awareness, understanding, and engagement with global issues, promoting values such as empathy, respect for diversity, and responsibility towards a sustainable future. Critical Pedagogy is an educational approach that seeks to empower learners to critically examine and challenge societal norms and structures of power. The course overviews that follow combine these frameworks and include potential topics, activities, and alternative assessments.

 
 

4.1 Critical Business Course – Course Overview Framework

 

Introduction

Integrating Critical Pedagogy and global citizenship education into a business class can be a powerful way to engage students in understanding not only the fundamentals of business but also the broader societal implications of business practices.

Here’s an overview framework along with some specific examples of activities:

1. Contextualizing Business Concepts
Start by contextualising traditional business concepts within broader societal and global contexts. For example:

Activity: Have students analyse case studies of multinational corporations operating in different countries, discussing the cultural, economic, and social impacts of their business practices.

2. Promoting Critical Thinking and Inquiry
Encourage students to question assumptions and critically evaluate information related to business decisions. For example:

Activity: Organise debates on controversial business topics such as corporate social responsibility, globalisation, or ethical dilemmas in business, requiring students to research and argue different perspectives.

3. Fostering Empathy and Cultural Understanding
Help students develop empathy and cultural understanding by exploring diverse perspectives and experiences in business contexts. For example:

Activity: Invite guest speakers from different cultural backgrounds or who have experience working in diverse global contexts to share their insights and challenges in the business world.

4. Empowering Student Voice and Agency
Empower students to become active agents of change by exploring ways they can make a positive impact through their future careers in business. For example:

Activity: Assign group projects where students develop sustainable business plans or propose socially responsible initiatives, encouraging them to consider the triple bottom line (people, planet, profit).

5. Reflective Practice and Action-Oriented Learning
Encourage students to reflect on their own values, biases, and responsibilities as future business leaders and global citizens. For example:

Activity: Implement regular journaling or reflective writing assignments where students analyse their own ethical dilemmas or decision-making processes in relation to business scenarios.

6. Community Engagement and Real-World Application
Provide opportunities for students to engage with local communities or businesses to apply their learning in real-world contexts. For example:

Activity: Partner with local businesses or nonprofits to create service-learning projects where students apply business principles to address community needs, such as developing marketing strategies for a local social enterprise.

7. Cultivating Intercultural Communication Skills
Develop students’ intercultural communication skills by facilitating interactions with peers from diverse backgrounds and perspectives. For example:

Activity: Organise group discussions or collaborative projects with international students or partner classes from different countries, requiring students to navigate cultural differences and communicate effectively across boundaries.

By incorporating these principles and activities into a critical business class, educators can not only help students develop a deeper understanding of business concepts but also empower them to critically engage with the complex social and ethical dimensions of the business world while fostering a sense of global citizenship.

 

Relevant Global Business Topics

1. Corporate Social Responsibility (CSR):

• Discuss the ethical responsibilities of corporations towards society, the environment, and stakeholders.
• Analyse CSR initiatives and their impact on communities, workers, and the environment.
• Explore the challenges and limitations of CSR in addressing systemic issues such as inequality and environmental degradation.

2. Globalisation and Its Discontents:

• Examine the economic, social, and cultural dimensions of globalisation.
• Critically evaluate the winners and losers of globalisation, including its effects on labour markets, cultural homogenization, and income inequality.
• Discuss alternative models of globalisation that prioritise equity, sustainability, and social justice.

3. Ethical Decision Making in Business:

• Explore ethical frameworks and theories relevant to business decision making, such as utilitarianism, deontology, and virtue ethics.
• Analyse case studies of ethical dilemmas in business, including issues related to bribery, corruption, labour rights, and environmental sustainability.
• Discuss strategies for promoting ethical behaviour within organisations and holding businesses accountable for their actions.

4. Sustainable Business Practices:

• Investigate the concept of sustainability in business and its triple bottom line approach (people, planet, profit).
• Examine sustainable business models, practices, and innovations that minimise environmental impact while maximising social and economic value.
• Explore the role of businesses in advancing sustainable development goals (SDGs) and addressing global challenges such as climate change, poverty, and inequality.

5. Fair Trade and Ethical Supply Chains:

• Discuss the importance of fair-trade principles in promoting equitable trade relationships and empowering marginalised producers in developing countries.
• Examine issues related to labour rights, child labour, and worker exploitation in global supply chains.
• Analyse initiatives and certifications aimed at ensuring ethical sourcing and production practices, such as Fair-Trade certification and the Ethical Trading Initiative.

6. Cross-Cultural Management and Diversity:

• Explore the challenges and opportunities of managing diverse teams and navigating cross-cultural differences in global business contexts.
• Discuss strategies for promoting inclusivity, diversity, and cultural competence within organisations.
• Examine the role of cultural intelligence (CQ) and intercultural communication skills in effective cross-cultural management.

7. Global Economic Inequality and Development:

• Analyse the root causes and consequences of global economic inequality, including historical legacies, structural factors, and policy choices.
• Discuss alternative development paradigms and strategies for promoting inclusive and sustainable economic growth.
• Examine the role of businesses, governments, and international institutions in reducing poverty, fostering economic development, and achieving global economic justice.

By addressing these global business topics from a critical perspective and emphasizing the principles of global citizenship, educators can help students develop a nuanced understanding of the complexities and challenges of the contemporary business world while cultivating a sense of responsibility towards broader societal and environmental concerns.

 

Alternative Assessments for Critical Business Course

These alternative assessments not only foster critical thinking skills but also promote ethical awareness, social responsibility, and a deeper understanding of how business decisions impact global citizenship issues. By integrating these approaches, students can develop a well-rounded perspective on business that goes beyond profit-making to consider broader societal impacts and responsibilities.

Ethical Case Studies: Provide case studies that present ethical dilemmas in business settings. Ask students to analyse these cases from a critical perspective, considering social justice, environmental sustainability, and global implications. Require them to propose ethical solutions and justify their choices.

Critical Reflection Papers: Assign reflection papers where students critically reflect on their own assumptions, biases, and learning experiences throughout the course. Encourage them to connect course materials to real-world examples of business practices and global citizenship issues.

Social Entrepreneurship Projects: Challenge students to develop social entrepreneurship projects that address specific social or environmental challenges. Require them to create business plans that integrate critical analysis of market dynamics, sustainability principles, and social impact metrics.

Role-Playing and Simulations: Conduct simulations where students role-play as business leaders, government regulators, or activists advocating for social change. Simulate scenarios such as negotiating fair trade agreements, addressing labour rights issues, or managing corporate social responsibility initiatives.

Debates on Business Ethics: Organise debates where students argue for and against controversial business practices or policies from a critical perspective. Topics could include corporate tax avoidance, executive compensation, environmental regulations, or supply chain ethics.

Community Engagement Projects: Collaborate with local businesses or organisations to create projects where students apply critical business concepts to real-world issues. Examples include conducting sustainability audits, analysing economic impacts of local policies, or developing inclusive business strategies.

Multimedia Presentations: Allow students to create multimedia presentations (e.g., videos, podcasts, infographics) that explore a critical business issue through the lens of global citizenship. Encourage them to use visuals and storytelling to communicate complex ideas effectively.

Policy Briefs: Assign students to write policy briefs advocating for policy changes that promote ethical business practices and global citizenship values. Require them to research current policies, propose alternatives, and analyse potential impacts on stakeholders and society.

Critical Analysis of Corporate Reports: Have students analyse corporate sustainability reports, annual reports, or CSR (Corporate Social Responsibility) initiatives critically. Ask them to assess the credibility of the information presented, evaluate alignment with global citizenship principles, and propose improvements.

Peer Review and Feedback: Incorporate peer review processes for assignments, where students provide constructive feedback on each other’s work from a Critical Pedagogy perspective. This helps develop their ability to evaluate business practices and communicate insights effectively.

 

Additional Resources- Critical Business Course

 
A business assignment. Available at <https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1150&context=lib_fsdocs> (Opens in a new tab or window).

Critical Business ethics. Available at <https://www.kritike.org/journal/issue_17/cortez_december2015.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

Monchinski, T. (2010). Chapter Four: Critical Pedagogies and an Ethic of Care. Counterpoints, 382, 85–135. Available at <http://www.jstor.org/stable/42980750> (Opens in a new tab or window).

Heath, T., Moufahim, M., & O’Malley, L. (2023). Critical and creative marketing pedagogies: confronting rhetoric, addressing inequality, inspiring change. Journal of Marketing Management, 39(1–2), 1–7. DOI: https://doi.org/10.1080/0267257X.2023.2187539.

 
 

4.2 Critical Economics Course – Course Overview Framework

 

An economic course designed with principles of Critical Pedagogy would aim to go beyond traditional teaching methods and challenge dominant narratives in economics. Designing a critical economics course that incorporates Critical Pedagogy and promotes global citizenship involves engaging students in critical thinking about economic theories, policies, and their impacts on societies globally.

Here’s an overview framework for such a course, along with examples of activities:

1. Introduction to Critical Economics

• Overview of Critical Pedagogy in the context of economics.
• Exploration of alternative economic theories and perspectives (e.g., postcolonial economics, feminist economics).

2. Globalization and Economic Inequality

• Critique of neoliberal globalisation and its impacts on global inequality.
• Case studies on the effects of multinational corporations on local economies and labour practices.

3. Power, Politics, and Economics

• Analysis of power dynamics in economic decision-making (e.g., state intervention, international financial institutions).
• Role of economic policies in perpetuating or challenging social inequalities.

4. Environmental Economics and Sustainability

• Examination of the ecological impacts of economic growth and development.
• Discussions on sustainable development goals and their economic implications.

5. Gender and Economics

• Study of gender inequalities within economic systems.
• Analysis of policies promoting gender equity and their effectiveness.

6. Alternative Economic Systems

• Exploration of alternative economic models (e.g., solidarity economy, cooperative enterprises).
• Case studies on communities implementing alternative economic practices.

7. Global Citizenship and Economic Justice

• Examination of economic justice issues on a global scale.
• Debates on ethical consumption, fair trade, and corporate social responsibility.

 

Examples of Activities

1. Role Play: Global Trade Negotiations
Students simulate negotiations between developed and developing countries over trade agreements. They critically analyse the power dynamics, economic impacts, and social consequences of such agreements.

2. Case Study Analysis: Microfinance Programs
Students examine the effectiveness of microfinance initiatives in different regions. They assess the economic empowerment of women, community development impacts, and critiques of microfinance as a development strategy.

3. Field Research: Impact of Multinational Corporations
Students conduct field research or case studies on the operations of multinational corporations in a specific country or region. They analyse economic impacts such as employment, environmental effects, and community relations, applying critical lenses to corporate behaviour.

4. Debate: Economic Policies and Social Justice
Organise a debate on controversial economic policies (e.g., austerity measures, privatisation of public services). Students research and argue from various perspectives, considering economic efficiency, equity, and social consequences.

5. Community Engagement Project: Sustainable Development Goals (SDGs)
Students collaborate with local organisations or communities to develop a project aligned with one of the SDGs. They apply economic principles to address local challenges, emphasising sustainability, social inclusion, and economic development.

6. Reflective Journals: Economic Ethics
Throughout the course, students maintain reflective journals discussing their evolving perspectives on economic ethics, global citizenship, and their roles as future economic actors.

By integrating these activities into the course framework, students not only gain a deeper understanding of economic theories and policies but also develop critical thinking skills and a sense of global citizenship, preparing them to engage actively in addressing global economic challenges.

 

Alternative Assessments for Critical Economics Course

Here are some alternative assessment ideas that align with these educational approaches:

Policy Briefs or Position Papers: Ask students to write policy briefs or position papers on current economic issues from a critical perspective. This encourages them to analyse real-world economic policies through the lens of social justice, equity, and global citizenship.

Case Studies with Critical Analysis: Provide case studies of economic phenomena (e.g., globalisation, inequality) and ask students to analyse them critically. They could identify underlying power structures, societal implications, and alternative economic perspectives.

Debates or Panel Discussions: Organise debates or panel discussions where students take on different economic perspectives (e.g., neoliberalism vs. Keynesianism) or discuss global economic issues from various viewpoints. This promotes critical thinking and argumentation skills.

Simulations: Conduct economic simulations where students role-play as stakeholders (e.g., government officials, NGOs, corporations) and make decisions based on critical economic analysis and global citizenship principles. This foster understanding of complex economic interactions and decision-making processes.

Community-Based Projects: Assign projects that require students to collaborate with local communities or organisations to address economic challenges or promote economic justice. This hands-on approach integrates classroom learning with real-world application and promotes civic engagement.

Visual or Multimedia Projects: Allow students to create visual or multimedia projects (e.g., videos, infographics) that communicate critical economic concepts or analyse economic issues from a global citizenship perspective. This appeals to diverse learning styles and encourages creativity.

Critical Reflection Journals: Have students keep journals where they reflect critically on readings, class discussions, and their evolving understanding of economic concepts in relation to global citizenship. This encourages metacognition and deepens their engagement with course materials.

Peer Review and Feedback: Incorporate peer review processes for assignments, where students provide constructive feedback on each other’s work from a Critical Pedagogy perspective. This fosters collaborative learning and allows students to develop their critical analysis skills through evaluating others’ work.

Alternative Formats for Traditional Assignments: For more traditional assignments like essays, offer alternative formats such as podcasts, policy memos, or opinion editorials. This allows students to communicate their critical economic analysis in formats that resonate with contemporary communication styles and audiences.

Capstone Projects: Design a capstone project where students integrate their learning from the course to propose solutions to a complex economic problem, considering global citizenship principles and Critical Pedagogy approaches. This culminating project encourages synthesis of knowledge and application of critical thinking skills.
These alternative assessments not only align with Critical Pedagogy and global citizenship education but also foster deeper understanding, critical thinking, and engagement among students in a critical economics course.

 

Additional Resources – Critical Economics

 
Video

 

Video: Critical economics in action with Alex Thomas.
Publisher / date: Rethinking Economics, 2023.
Length: 48 min.
Description: Alex Thomas presents critical and real world economics education.
Link: <https://www.youtube.com/watch?v=TeKxRvXHcls> (Opens in a new tab or window).

 
Birdi, A., et al. (2023). A critical review of recent economics pedagogy literature, 2020–2021. International Review of Economics Education, 43, 100264. DOI: https://doi.org/10.1016/j.iree.2023.100264

Soroko, A. (2023). Teaching young people more than “how to survive austerity”: From traditional financial literacy to critical economic literacy education. Theory & Research in Social Education, 51(1), 128–156. DOI: https://doi.org/10.1080/00933104.2022.2104674

Wulandari, W. (2023). Critical Perspectives on Economics of Education. Asia Pacific Journal of Education, 1–4. DOI: https://doi.org/10.1080/02188791.2023.2224634.

 
 

4.3 Critical Art Course- Course Overview Framework

 

 
Introduction

Designing a critical art course that incorporates Critical Pedagogy and global citizenship involves structuring the curriculum around themes of social justice, cultural awareness, and the intersection of art with broader societal issues. A critical art course would aim to go beyond traditional approaches to art education and engage students in critical thinking, social activism, and creative expression. Critical art theory encompasses a range of topics and perspectives that critique, analyse, and challenge conventional understandings of art, aesthetics, culture, and society.

 

Key Topics in Critical Art Theory Course

These topics intersect and overlap, reflecting diverse approaches within critical art theory that aim to challenge hegemonic discourses, expand the boundaries of artistic expression, and foster critical engagement with the social, political, and ethical dimensions of art.

1. Marxist Critique of Art
Examines how art and culture are shaped by economic forces, class relations, and capitalism. Focuses on the role of art in perpetuating or challenging dominant ideologies and structures of power.

2. Feminist Art Theory
Analyses how gender influences artistic production, representation, and reception. Explores issues of gender identity, sexuality, and the portrayal of women in art.

3. Postcolonial Theory
Investigates how art reflects and challenges colonial legacies, imperialism, and cultural hegemony. Highlights the voices and experiences of marginalised communities within global contexts.

4. Critical Race Theory
Explores how race and racism intersect with artistic practices, aesthetics, and cultural production. Addresses issues of racial identity, representation, and resistance in art.

5. Queer Theory
Examines how LGBTQ+ identities and experiences are represented, contested, and subverted in art. Focuses on art as a site of queer visibility, activism, and critique.

6. Aesthetic Theory
Critically examines the concept of beauty, taste, and the nature of artistic experience. Explores how aesthetics is shaped by cultural, social, and historical contexts.

7. Decolonial Perspectives
Challenges Eurocentric narratives in art history and theory, advocating for the recognition and valorisation of non-Western artistic traditions and knowledge systems.

8. Environmental and Ecological Critiques
Investigates the relationship between art, nature, and the environment. Addresses issues of ecological crisis, sustainability, and the representation of the natural world in art.

9. Globalisation and Transnational Art
Analyses how globalisation impacts artistic practices, circulation of artworks, and cultural identities. Examines transnational flows of art and the negotiation of cultural difference.

10. Critical Pedagogy in Art Education
Explores how art education can empower students to critically engage with art, culture, and social issues. Emphasises participatory, dialogical approaches to teaching and learning.

 

Critical Art Course- Overview Framework

1. Introduction to Critical Art Theory

• Explore foundational concepts such as critical theory, postcolonial theory, feminist theory, and decolonial perspectives in relation to art.
• Discuss the role of art in challenging dominant narratives, promoting social change, and fostering global citizenship.

2. Art and Social Justice Movements

• Examine historical and contemporary art movements that have addressed social justice issues (e.g., civil rights, LGBTQ+ rights, environmental justice).
• Analyse artworks as forms of activism and resistance, considering their impact on societal perceptions and policies.

3. Global Perspectives in Art

• Study artworks from diverse global cultures and regions, focusing on themes of identity, migration, globalisation, and cultural hybridity.
• Discuss how different cultural contexts influence artistic expression and interpretations of art.

4. Ethics and Responsibility in Art

• Debate ethical dilemmas in the art world, such as cultural appropriation, the commodification of art, and the role of art institutions in promoting inclusivity and diversity.
• Critically analyse art practices that challenge or reinforce power structures and inequalities.

5. Art as a Tool for Global Citizenship

• Explore how art can promote empathy, cross-cultural understanding, and solidarity among diverse communities.
• Engage in projects that encourage students to create art that addresses global citizenship themes, such as human rights, sustainable development, or peacebuilding.

6. Practical Applications and Community Engagement

• Collaborate with local artists, art organisations, or community groups on projects that integrate critical art practices with community needs and social justice initiatives.
• Showcase student artworks through exhibitions, public installations, or digital platforms to foster dialogue and awareness within broader audiences.

 

Critical Art Course- Examples of Activities

1. Critical Analysis of Artworks
Assign students to analyse artworks through critical lenses (e.g., feminist, postcolonial), exploring how artists challenge or reinforce social norms and power structures.

2. Artistic Responses to Current Issues
Task students with creating artworks that respond to contemporary social, political, or environmental issues, incorporating research and critical reflection into their creative process.

3. Dialogue and Debate
Organise debates or panel discussions where students present and defend their interpretations of controversial artworks or art controversies from ethical and global citizenship perspectives.

4. Community-Based Projects
Facilitate projects where students collaborate with local communities to create murals, installations, or performances that address community concerns or celebrate local culture.

5. Digital Storytelling and Activism
Guide students in using digital tools (e.g., digital storytelling, social media campaigns) to advocate for social justice causes through visual narratives and digital art forms.

6. Field Trips and Museum Visits
Arrange visits to art museums, galleries, or community art spaces that feature exhibitions related to social justice, global issues, or diverse cultural perspectives.

7. Reflective Journals and Portfolio
Encourage students to maintain reflective journals or portfolios throughout the course, documenting their learning process, artistic development, and evolving perspectives on critical art practices.

By integrating these elements into a critical art course framework, educators can create a dynamic learning environment that encourages students to critically engage with art as a tool for understanding and addressing complex social issues from a global citizenship perspective.

 

Alternative Assessments in Critical Art Course

These alternative assessments not only assess students’ understanding of critical art theory and global citizenship but also encourage creativity, critical thinking, and meaningful engagement with societal issues through artistic expression and reflection. They promote an inclusive and empowering learning environment where students can explore diverse perspectives and challenge conventional norms in art and society.

Critical Analysis Essays: Assign essays where students critically analyse artworks or artistic movements from diverse cultural and social perspectives. Encourage them to explore themes such as power dynamics, representation, identity politics, and resistance within their analysis.

Artistic Manifestos: Have students create artistic manifestos that articulate their personal artistic philosophies and how they align with principles of Critical Pedagogy and global citizenship. This can include statements on social justice, inclusivity, sustainability, or activism through art.

Visual Projects: Instead of traditional essays, allow students to create visual projects such as collages, digital artworks, or multimedia presentations that express their critical understanding of a specific art movement, cultural issue, or social justice theme.

Exhibition Curation: Task students with curating a virtual or physical exhibition centred around a theme related to critical art theory and global citizenship. This involves selecting artworks, writing exhibition texts, and justifying their curatorial choices from a critical perspective.

Performance Art or Installation: Invite students to create performance art pieces or installations that address contemporary social issues or engage viewers in critical dialogue about cultural norms, identity, or environmental concerns.

Community-Based Art Projects: Facilitate collaborative art projects with local communities or organisations that address community issues or celebrate cultural diversity. Students can reflect critically on their roles as artists and collaborators in these projects.

Debates and Seminars: Organise debates or seminars where students discuss controversial topics in art, such as cultural appropriation, censorship, the ethics of art funding, or the role of art in activism. Emphasise critical thinking and respectful dialogue.

Artistic Journals or Portfolios: Encourage students to maintain artistic journals or portfolios throughout the course, documenting their creative process, reflections on readings and discussions, and personal growth in understanding critical art theory and global citizenship.

Digital Storytelling Projects: Assign projects where students create digital stories or short films that explore themes of identity, social justice, or global issues through artistic expression. These projects can incorporate interviews, animations, or multimedia elements.

Peer and Self-Assessment: Implement peer review processes where students provide constructive feedback on each other’s artworks or projects, focusing on how effectively they communicate critical perspectives and engage with global citizenship themes.

 

Additional Resources for Critical Art Course

Mernick, A. (2021). Critical Arts Pedagogy: Nurturing Critical Consciousness and Self-Actualization Through Art Education. Art Education, 74(5), 19–24. DOI: https://doi.org/10.1080/00043125.2021.1928468.

Gil-Glazer, Y. (2020). Visual culture and Critical Pedagogy: from theory to practice. Critical Studies in Education, 61(1), 66–85. DOI: https://doi.org/10.1080/17508487.2017.1292298.

 
 

4.4 Critical Physics Course – Course Overview Framework

 

 
Introduction

Designing a physics class with principles of Critical Pedagogy and GCDE involves reimagining the traditional approach to teaching the subject. A critical physics course that incorporates Critical Pedagogy and global citizenship would explore the intersections of physics with societal issues, ethics, and diverse perspectives. By integrating these elements into a physics course framework, educators can create a learning environment that encourages students to critically engage with physics as a tool for understanding global issues, promoting social justice, and fostering responsible citizenship.

 

Critical Physics –Course Overview and Activities

1. Introduction to Critical Physics Education
Introduce students to Critical Pedagogy principles applied to physics education. Emphasise questioning scientific paradigms, understanding scientific knowledge as socially constructed, and exploring the role of physics in global citizenship.

Activities:
· Debate on the ethics of scientific research and technological development.
· Critical analysis of historical and current controversies in physics (e.g., debates on nuclear energy, climate change).

2. Physics and Social Justice
Explore how physics intersects with issues of social justice, equity, and human rights. Analyse how scientific knowledge and technological advancements impact different communities globally.

Activities:
· Case studies on access to clean energy technologies in different regions of the world.
· Projects analysing the environmental impact of technological innovations.

3. Global Perspectives in Physics
Examine physics through diverse cultural, historical, and geographical lenses. Foster an understanding of how different cultures and societies contribute to and interpret scientific knowledge.

Activities:
· Study of contributions of physicists from non-Western cultures to the development of scientific theories.
· Research projects on indigenous knowledge systems related to natural phenomena.

4. Ethical Considerations in Physics
Discuss ethical dilemmas in physics research, technology development, and applications. Encourage students to evaluate the ethical implications of scientific discoveries and innovations.

Activities:
· Ethical debates on topics such as genetic engineering, artificial intelligence, or space exploration.
· Role-playing scenarios involving ethical decision-making in scientific research.

5. Physics for Sustainable Development
Explore the role of physics in addressing global challenges such as climate change, resource management, and sustainable development goals (SDGs).

Activities:
· Projects on renewable energy technologies and their impact on local and global communities.
· Design and testing of solutions for sustainable development challenges using physics principles.

6. Community Engagement and Action
Encourage students to apply physics knowledge and critical thinking skills to real-world issues. Foster civic responsibility and engagement as global citizens.

Activities:
· Collaborative projects with local communities to address environmental or technological challenges.
· Presentations or workshops on physics-related topics for community outreach and education.

 

Topics for Critical Physics Course

These topics can spark debate and discussion due to their potential implications for society, technology, and the environment. Here are some controversial physics topics:

1. Nuclear Energy and Nuclear Weapons:

• Debate over the use of nuclear power for energy generation, its safety, and the management of nuclear waste.
• Ethical dilemmas surrounding the development, testing, and proliferation of nuclear weapons.

2. Climate Change and Global Warming:

• Controversies surrounding the scientific consensus on anthropogenic climate change.
• Debate over the effectiveness of proposed solutions such as carbon capture, geoengineering, and renewable energy technologies.

3. Genetic Engineering and CRISPR-Cas9:

• Ethical considerations in genetic modification of organisms, including potential implications for biodiversity and human health.
• Debate over the ethics of gene editing in humans, including germline editing and enhancement technologies.

4. Artificial Intelligence and Robotics:

• Ethical dilemmas related to the development of autonomous weapons and AI systems with decision-making capabilities.
• Discussions on the impact of AI on employment, privacy, and ethical guidelines for AI research.

5. Quantum Mechanics and Interpretations:

• Philosophical debates surrounding the interpretation of quantum mechanics, such as the Copenhagen interpretation, Many-Worlds interpretation, and pilot-wave theory.
• Implications of quantum computing for cryptography, data security, and computational power.

6. Space Exploration and Colonisation:

• Ethical considerations in space exploration, including resource extraction from celestial bodies and environmental impacts of space activities.
• Debate over the ethics and feasibility of human colonisation of Mars or other celestial bodies.

7. Particle Physics and Fundamental Symmetries:

• Controversies surrounding experiments testing fundamental symmetries in physics, such as CP violation and matter-antimatter asymmetry.
• Ethical considerations in large-scale particle physics experiments and their potential environmental impacts.

8. Science Communication and Public Perception:

• Challenges in communicating complex physics concepts to the public, including misconceptions and resistance to scientific consensus.
• Ethical responsibilities of scientists and the media in reporting scientific discoveries and uncertainties.

These topics are characterised by their complexity, interdisciplinary nature, and the diverse perspectives they elicit from scientists, policymakers, ethicists, and the public. They highlight the broader implications of physics research and technological advancements on society, emphasising the need for informed discussion and critical analysis.

 

Alternative Assessments- Critical Physics Course

Educators can empower students to critically analyse the role of physics in society, advocate for ethical practices, and engage as responsible global citizens in addressing pressing global challenges.

• Policy Briefs: Students write policy briefs proposing physics-based solutions to global challenges, considering ethical and social implications.
• Design Projects: Design and prototype physics-based solutions (e.g., sustainable technologies, educational tools) and present them with critical reflections.
• Debates and Panel Discussions: Participate in debates or panel discussions on controversial physics topics, demonstrating understanding of multiple perspectives and critical analysis.
• Research Papers: Write research papers on physics topics that explore their global impact, ethical considerations, and relevance to sustainable development.
• Peer Review and Feedback: Provide peer feedback on physics experiments, projects, or research papers, focusing on critical analysis and constructive critique.

Overall, a Critical Pedagogy approach to physics education would prioritise critical thinking, social responsibility, and the recognition of physics as a human endeavour shaped by historical, cultural, and ethical considerations.

 

Additional Resources – Critical Physics Course Sites

Thiet R. (2017) An Interactive, Instant Polling Exercise to Allay Student Anxiety in Science Courses. The American Biology Teacher, vol 79, issue 6, pp. 496–498, ISSN 0002-7685. DOI: https://doi.org/10.1525/abt.2017.79.6.496. Available at <https://www.antioch.edu/wp-content/uploads/2017/11/Thiet-2017-FINAL.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

Lodge, W. (2021). Confronting repressive ideologies with critical pedagogy in science classrooms. Cultural Studies of Science Education, 16(2), 609–620. DOI: https://pubmed.ncbi.nlm.nih.gov/34335993/. Available at <https://pubmed.ncbi.nlm.nih.gov/34335993/> (Opens in a new tab or window).

Galamba, A., & Gandolfi, H.. (Eds.). (2023). Critical Pedagogies in STEM Education: Ideas and experiences from Brazil and the UK. Autografia Editora. Available at <https://www.stemeducationhub.co.uk/wp-content/uploads/2023/05/Critical_PedagogiesEN.pdf> (Opens in a new tab or window, or right-click to select Save/Download).

 

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Module 5: Problem-Posing in the CP/GCDE Classroom

 

 
Introduction

How do instructors align their critical beliefs with their discipline’s content and their instructional practices? From the perspective of CP and GCDE the aim is for knowledge to be transformed in the mind of the learner. The methods to foster this transformation could be many. But one caveat for anyone undertaking CP/GCDE work is to recognize that some methods might not actually change learners’ consciousness (Clark, 2018). This section is not about one CP/GCDE method but rather a pedagogical approach to move toward critical consciousness and action. Encouraging critical consciousness– and the transformative potential of learners– is about critically analysing and challenging existing narratives in global justice and citizenship.

 
 

5.1 Problem-posing – Connect Critical Pedagogy and Global Citizenship Development Ed Across Disciplines

 

 
Problem-posing education is a teaching approach developed by Brazilian educator Paulo Freire. In contrast to traditional education, which often involves the transmission of knowledge from educator to student in a hierarchical manner, problem-posing education emphasises critical thinking, dialogue, and active participation.

In problem-posing education:

• Students are encouraged to identify and analyse real-world problems, rather than passively receiving information. They engage in dialogue with peers and educators to critically examine the root causes of these problems and explore potential solutions.
• Students develop critical consciousness, or the ability to recognize and challenge oppressive structures and ideologies. They become active agents in their own learning process, capable of transforming themselves and their communities.

When problem-posing education, Critical Pedagogy and global citizenship education are integrated, educators create transformative learning experiences that empower students to critically analyse the world around them, recognize their agency as global citizens, and work towards a more just and sustainable future.

 
Table 5. Integrating Critical Pedagogy and GCDE through Problem Posing.

Critical Pedagogy	Global Citizenship Development Education
Critical Pedagogy (CP) builds upon the principles of problem-posing education and encompasses a broader framework for teaching and learning. It is rooted in critical theory and seeks to empower students to become critically conscious and socially engaged individuals.	Global Citizenship Development Education (GCDE) is an educational framework that aims to cultivate knowledge, skills, and values necessary for active participation in a globalised world. It emphasises interconnectedness, interdependence, and shared responsibility for addressing global challenges.
CP emphasises the examination of power dynamics, social inequalities, and injustices within educational settings and society at large. It encourages educators to facilitate dialogue, reflection, and action that challenge dominant narratives and promote social justice.	GCDE promotes critical awareness of global issues such as poverty, inequality, environmental degradation, and human rights violations. It encourages students to develop empathy, respect for diversity, and a sense of solidarity with people from different cultural backgrounds.
Key tenets of CP include fostering a democratic classroom environment, centring the experiences and perspectives of marginalised groups, and promoting praxis, or the integration of theory and practice in pursuit of social change.	Through GCDE, students explore concepts such as sustainability, peacebuilding, and social justice from local, national, and global perspectives. They engage in experiential learning opportunities, cross-cultural exchange, and collaborative action projects that foster a sense of global citizenship and ethical responsibility.

In the following examples, problem-posing activities are designed to engage students in critical inquiry, dialogue, and action around complex global challenges. By integrating principles of Critical Pedagogy and global citizenship education, these activities empower students to become informed, empathetic, and responsible global citizens committed to social justice and sustainable development.

 

Examples CP/GCDE posing problems Activities in Different Disciplines

 

1. Science Education: Examples of Problem-Posing Activities

 
Problem-posing activities informed by Critical Pedagogy and global citizenship education can help students develop critical thinking skills, ethical reasoning, and a sense of responsibility towards addressing global challenges. These examples illustrate how problem-posing in science education can integrate global citizenship and Critical Pedagogy by encouraging students to explore real-world issues, question existing power structures, and envision transformative solutions that prioritise both scientific understanding and social justice.

Climate Change Inquiry: Rather than just teaching about climate change as a scientific concept, students could engage in problem-posing activities where they analyse local and global data on temperature changes, carbon emissions, and the impacts on ecosystems and human communities. They could then brainstorm and propose solutions to mitigate climate change, considering social, economic, and political factors.

Water Quality Investigation: Students could investigate the quality of water sources in their community, testing for pollutants and contaminants. This hands-on inquiry could lead to discussions about the importance of clean water for both human health and ecosystem sustainability. Students could then explore the social justice aspects of unequal access to clean water, both locally and globally, and brainstorm ways to address these disparities.

Biodiversity Conservation Project: Students could research local biodiversity hotspots and identify threats to these ecosystems, such as habitat destruction or invasive species. They could then develop conservation plans that integrate scientific knowledge with considerations for social equity and community involvement. This could involve collaborating with local organisations or advocating for policy changes to protect biodiversity.

Health Equity Investigation: Students could examine health disparities within their community, investigating factors such as access to healthcare, environmental pollution, and socioeconomic status. Through data analysis and critical reflection, they could explore the intersection of science and social justice, identifying root causes of health inequalities and proposing interventions to promote health equity.

 

 
Renewable Energy Design Challenge: Students could be tasked with designing renewable energy solutions for a specific context, such as a rural village or urban neighbourhood. They would need to consider technical aspects like energy efficiency and feasibility, as well as social factors like community engagement and economic sustainability. This project would encourage interdisciplinary thinking and empower students to address energy challenges through both scientific innovation and social responsibility.

Environmental Science: Community Environmental Assessment: Students conduct an environmental assessment of their local community, investigating issues such as air and water quality, waste management, or ecosystem health. Using principles of Critical Pedagogy, students critically analyse the root causes of environmental problems, consider the perspectives of diverse stakeholders, and propose sustainable solutions that prioritise social equity and environmental justice.

 
Video

 

Video: Lixo Extraordinário Documentário (Vik Muniz). (original: “Waste land” explores artist’s use of garbage to transform lives in Brazil).
Publisher / date: Professor Linnell, 2017 (original by PBS NewHour, 2011).
Length: 1hr 34min.
Description: Artist Vik Muniz creates portraits of a band of self-designated pickers of recyclable materials in Brazil, using the trash that surrounds them.
Link: <https://www.youtube.com/watch?v=JLTY7t8c_x0> (Opens in a new tab or window).

 

2. Humanities Courses: Examples of Problem-Posing Activities

Problem-posing activities in humanities courses, informed by Critical Pedagogy and global citizenship education, aim to cultivate students’ critical consciousness about global issues, encourage empathy and solidarity across cultures, and inspire action towards social justice and sustainability. Here are some examples:

Global Literature
World Literature Circle: Students form small groups to read and discuss literature from diverse global perspectives. Each group selects a text that addresses a specific global issue (such as migration, inequality, or environmental degradation). Through guided discussions and reflective writing, students analyse the cultural, social, and political contexts depicted in the texts, critically examine their own perspectives, and explore connections between local and global issues.

Global History and Social Studies
Global Problem-Solving Simulation: Students participate in a simulation activity where they take on the roles of policymakers from different countries facing a global crisis (such as climate change, refugee crises, or pandemics). Guided by principles of diplomacy, equity, and sustainability, students collaborate to develop solutions that prioritise the common good and address the root causes of the crisis. This activity fosters critical thinking, empathy, and cross-cultural understanding.

Intercultural Communication
Digital Storytelling Exchange: Students collaborate with peers from diverse cultural backgrounds to create digital stories that explore personal experiences related to global themes (such as identity, migration, or social justice). Through the exchange of stories and feedback, students develop intercultural communication skills, deepen their understanding of global issues, and recognize the interconnectedness of human experiences across borders.

Global Ethics and Philosophy
Ethical Dilemmas in a Global Context: Students analyse case studies or hypothetical scenarios that raise ethical questions relevant to global citizenship (such as fair trade, humanitarian intervention, or cultural relativism). Through facilitated discussions and reflective writing, students critically examine different ethical frameworks, consider the implications of their decisions on diverse communities, and explore strategies for ethical action in a complex, interconnected world.

Global Environmental Studies
Environmental Justice Campaign: Students research environmental justice issues affecting communities around the world, such as access to clean water, deforestation, or pollution. Working in groups, students design advocacy campaigns that raise awareness about these issues, propose solutions grounded in principles of equity and sustainability, and mobilise support for local and global action. This hands-on project fosters critical thinking, collaboration, and civic engagement for environmental stewardship.

 

3. STEM fields: Examples of Problem-Posing Activities

In these examples, problem-posing activities in STEM courses are designed to foster critical inquiry, interdisciplinary collaboration, and ethical engagement with global challenges. By integrating principles of Critical Pedagogy and global citizenship education, these activities empower students to become informed, ethical, and socially responsible STEM professionals committed to addressing pressing global challenges.

Engineering
Design Thinking for Social Impact: Students engage in a design thinking project focused on addressing a specific global challenge, such as access to clean water, renewable energy, or disaster resilience. Working in multidisciplinary teams, students apply human-centred design principles to co-create innovative solutions that address the needs of marginalised communities and promote sustainable development. Through prototyping, testing, and iteration, students develop empathy, creativity, and a commitment to social responsibility.

Example of Design Thinking Global Projects
Design thinking globally. A programme by the Global innovation and design lab at University of Washington, Tacoma. A generative and creative approach to innovation that places the human experience at the heart of its process. Available at <https://www.tacoma.uw.edu/innovation/design-thinking-globally> (Opens in a new tab or window)

Global Health
Epidemiological Investigation: Students investigate a global health issue, such as infectious diseases, nutrition, or access to healthcare, using epidemiological methods. Drawing on principles of Critical Pedagogy, students critically analyse the social determinants of health, including socioeconomic disparities, cultural factors, and structural inequalities. Through collaborative research projects, students develop data literacy skills, ethical reasoning, and a deeper understanding of health equity issues.

Computer Science
Technology for Social Change: Students explore how technology can be used to address global challenges such as digital divide, human rights, or environmental sustainability. Guided by principles of Critical Pedagogy, students critically evaluate the social and ethical implications of technological innovations, considering issues of privacy, equity, and cultural sensitivity. Through project-based learning, students develop coding skills while designing and implementing technology solutions that promote social justice and empower marginalised communities.

Renewable Energy
Energy Justice Case Studies: Students analyse case studies of renewable energy projects from around the world, examining their social, economic, and environmental impacts. Using principles of Critical Pedagogy, students critically evaluate issues of energy access, distribution, and ownership, considering the perspectives of local communities, indigenous peoples, and marginalised groups. Through collaborative discussions and research projects, students develop a nuanced understanding of energy justice issues and explore strategies for promoting equitable and sustainable energy transitions.

 

Additional Problem Posing Resources for STEM

Problem Posing in computer science class
Mishra, S., & Iyer, S. (2015). An exploration of problem posing-based activities as an assessment tool and as an instructional strategy. Research and Practice in Technology Enhanced Learning, 10(1), 5. DOI: https://doi.org/10.1007/s41039-015-0006-0. Available at <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6302843/> (Opens in a new tab or window).

Problem posing in nursing
Sung, H.-Y. (2022). A Competition-Based Problem-Posing Approach for Nursing Training. Healthcare, 10(6), 1132. DOI: https://doi.org/10.3390/healthcare10061132. Available at <https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9222804/> (Opens in a new tab or window).

General resources for case-based method and problem based. Available at <https://crlt.umich.edu/tstrategies/tscbt> (Opens in a new tab or window).

 

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Module 6: Critical Pedagogy & Global Citizenship Development Education in Institutional Policies and Culture

 

 
Global citizenship development education (GCDE) in higher education encompasses a range of policies and practices aimed at fostering global awareness, intercultural competence, and civic engagement among students, faculty, and staff. In the subsequent section, we offer some examples of how GCDE can inform higher education institutional policy and practices.

 
 

6.1 Examples of How CP/GCDE Inform Institutional Policy

Institutional Mission and Values
Many universities and colleges include global citizenship as a core component of their mission statements and institutional values. This commitment to GCDE guides policy development and informs practices across various departments and academic programs.

Curriculum Integration
Higher education institutions integrate global citizenship themes into their curricula through the development of courses, majors, and programs focused on global studies, international relations, sustainability, social justice, and cultural diversity. These curricular offerings provide students with opportunities to explore global issues from interdisciplinary perspectives and develop critical thinking skills relevant to addressing complex global challenges.

Community Engagement and Service Learning
Higher education institutions may incorporate community engagement and service-learning initiatives into their GCDE efforts. Through partnerships with local and global organisations, students have opportunities to apply their knowledge and skills to address real-world issues, such as poverty alleviation, environmental sustainability, healthcare access, and human rights advocacy. Policies supporting community engagement may include faculty incentives for integrating service learning into courses, recognition of service hours on academic transcripts, and funding opportunities for community-based research projects.

Diversity and Inclusion Policies
GCDE in higher education is closely linked to diversity and inclusion efforts aimed at creating welcoming and equitable campus environments for students from diverse backgrounds. Institutions develop policies and programs to promote diversity, equity, and inclusion, such as affirmative action in admissions, support services for underrepresented student populations, multicultural programming, and training for faculty and staff on inclusive teaching practices.

Global Partnerships and Collaborations
Universities often establish partnerships and collaborations with institutions, organisations, and governments around the world to advance GCDE goals. These partnerships may involve joint research projects, student, and faculty exchanges, dual-degree programs, and capacity-building initiatives in developing countries. Policies related to internationalisation and global engagement guide the establishment and management of these partnerships, ensuring alignment with institutional values and priorities.
Overall, GCDE in higher education is shaped by a combination of institutional policies, curricular initiatives, experiential learning opportunities, and campus culture, all aimed at preparing students to be informed, engaged, and responsible global citizens.

 
 

6.2 Case Study Example of Inclusive Admissions Policy

 

 
Let’s delve into a hypothetical case study of an inclusive admissions policy at a higher education institution with a strong commitment to global citizenship and Critical Pedagogy. This case study illustrates how a higher education institution can align its admissions policies with values of global citizenship and Critical Pedagogy to promote diversity, equity, and social responsibility among its student body.

 
Case study

 

University X – Inclusive Admissions Policy

Background:
University X is a large public research university located in a culturally diverse urban area. Recognizing its role in promoting social justice and equity, the university has embarked on a comprehensive review of its admissions policies to ensure that they reflect its commitment to global citizenship and Critical Pedagogy.

Objectives:
· Enhance diversity and representation among student populations.
· Provide equitable access to educational opportunities for underrepresented groups.
· Foster a campus culture that values intercultural understanding, social responsibility, and critical inquiry.

Policy Components

1. Holistic Review Process
University X adopts a holistic admissions process that considers a broad range of factors beyond academic achievement, including extracurricular activities, community service, leadership experience, and personal background. This approach acknowledges that traditional metrics such as standardised test scores may not fully capture the potential and contributions of all applicants, particularly those from marginalised or underrepresented backgrounds.

2. Diversity, Equity, and Inclusion Statement
The university requires all applicants to submit a personal statement addressing their experiences with diversity, equity, and inclusion. This statement provides applicants with an opportunity to reflect on their perspectives, values, and commitments related to social justice and global citizenship. Admissions reviewers assess applicants’ contributions to diversity based on their demonstrated efforts to promote inclusivity and challenge inequities in their communities.

3. Outreach and Recruitment Efforts
University X implements targeted outreach and recruitment efforts to attract applicants from diverse racial, ethnic, socioeconomic, and geographic backgrounds. These efforts include partnerships with local high schools, community-based organisations, and college access programs to provide information and support to prospective students from underrepresented groups. Admissions officers participate in recruitment events and college fairs to engage with students and families and address questions and concerns about the admissions process.

4. Financial Aid and Scholarships
The university offers need-based financial aid and merit scholarships to support access and affordability for students from low-income backgrounds. In addition to traditional merit-based scholarships, University X provides scholarships specifically for students who demonstrate a commitment to social justice, community service, and global citizenship. These scholarships are awarded based on applicants’ personal statements and letters of recommendation highlighting their engagement with these values.

Impact and Outcomes

1. Increased Diversity
University X experiences a more diverse incoming class, with greater representation of students from historically underrepresented groups, including racial and ethnic minorities, first-generation college students, and low-income students. The campus community becomes more reflective of the surrounding urban area’s demographics, fostering a richly diverse learning environment.

2. Enhanced Campus Climate
The inclusive admissions policy contributes to a more inclusive and welcoming campus climate, where students from diverse backgrounds feel valued, respected, and supported. Interactions among students, faculty, and staff are enriched by a variety of perspectives, experiences, and identities, promoting intercultural understanding and dialogue.

3. Academic Excellence
Contrary to concerns that diversity initiatives may compromise academic quality, University X finds that its inclusive admissions policy enhances academic excellence by bringing together students with diverse talents, interests, and viewpoints. Collaborative learning experiences, interdisciplinary research projects, and classroom discussions benefit from the diversity of backgrounds and perspectives represented among students.

4. Graduate Outcomes
Graduates of University X emerge as informed, engaged, and socially responsible global citizens equipped to address complex societal challenges. They demonstrate a commitment to lifelong learning, critical inquiry, and social justice, applying their knowledge and skills to make meaningful contributions to local and global communities.

Conclusion
Through its inclusive admissions policy informed by principles of global citizenship and Critical Pedagogy, University X demonstrates its dedication to fostering a diverse, equitable, and inclusive learning environment that prepares students to navigate a complex and interconnected world.

 
 

6.3 Considerations for Admissions Policy Informed by GCDE and Critical Pedagogy

 
Global citizenship development education and Critical Pedagogy can significantly influence higher education admissions policies by shaping the institution’s values, priorities, and approaches to evaluating applicants. Below is one example of how an institutional policy that is informed by concepts of CP and GCDE may be crafted:

Global Citizenship Development Education

• Diversity and Global Awareness: Institutions committed to global citizenship often prioritise diversity and seek to cultivate a diverse student body representing a wide range of cultural backgrounds, perspectives, and experiences. Admissions policies may include criteria or considerations for applicants’ global awareness, cross-cultural experiences, and language proficiency.
• Community Engagement and Social Responsibility: Global citizenship education emphasises the importance of community engagement and social responsibility. Admissions policies may value applicants’ involvement in community service, activism, or other forms of civic engagement, recognizing their commitment to making positive contributions to society.
• International Perspectives and Experiences: Institutions with a global citizenship focus may seek applicants with international experiences or perspectives, such as participation in study abroad programs, internships or research projects with global relevance, or fluency in multiple languages. Admissions policies may consider these experiences as assets that contribute to a richly diverse and globally minded campus community.

 
Critical Pedagogy

• Holistic Review Process: Critical Pedagogy encourages a holistic approach to evaluating applicants that goes beyond traditional measures of academic achievement. Admissions policies influenced by Critical Pedagogy may prioritise applicants’ critical thinking skills, capacity for reflection, and demonstrated commitment to social justice and equity.
• Inclusive Evaluation Criteria: Critical Pedagogy challenges traditional notions of meritocracy and encourages a more inclusive approach to evaluating applicants. Admissions policies may consider a broad range of factors, such as extracurricular activities, personal background, and lived experiences, in addition to academic credentials, to assess applicants’ potential contributions to the campus community.
• Addressing Systemic Inequities: Critical Pedagogy calls attention to systemic inequalities and barriers to educational access and success. Admissions policies influenced by Critical Pedagogy may include measures to mitigate the effects of socioeconomic disadvantage, promote educational equity, and address disparities in access and outcomes among underrepresented groups.

Overall, global citizenship development education and Critical Pedagogy can inform higher education admissions policies by emphasising the importance of diversity, equity, inclusion, and social justice in evaluating applicants and shaping the composition of the student body. Admissions policies that reflect these principles are more likely to foster a supportive, inclusive, and intellectually vibrant learning environment that prepares students to be informed, engaged, and responsible global citizens.

 
 

6.4 Campus Culture and Global Citizenship and Development Education and Critical Pedagogy

 

 
Global Citizenship and Development Education and Critical Pedagogy principles can have a profound impact on campus culture in higher education by fostering a more inclusive, socially conscious, and intellectually vibrant environment. Overall, Global Citizenship and Development Education and Critical Pedagogy principles can help create a campus culture that values diversity, social justice, equity, dialogue, and global engagement. By embracing these principles, higher education institutions can cultivate a community of learners who are not only academically proficient but also socially responsible and ethically engaged citizens of the world.

Here’s how these principles may influence campus culture:

1. Diversity and Inclusion
Global Citizenship and Development Education emphasises the value of diversity and the importance of fostering inclusive communities. Critical Pedagogy challenges dominant narratives and power structures that perpetuate inequality and exclusion. As a result, campuses influenced by these principles are likely to prioritise diversity and inclusion initiatives, celebrate cultural differences, and create spaces where all students, faculty, and staff feel welcome and valued.

2. Social Justice and Equity
Both Global Citizenship and Development Education and Critical Pedagogy highlight the significance of addressing social justice issues and promoting equity in education and society. Campuses that embrace these principles may engage in activism, advocacy, and dialogue around issues such as racial justice, economic inequality, LGBTQ+ rights, and environmental sustainability. Students, faculty, and staff are encouraged to critically examine systems of oppression and work towards creating more just and equitable communities both on and off campus.

3. Interdisciplinary Collaboration
Global Citizenship and Development Education encourages students to take a holistic approach to understanding complex global issues, recognizing the interconnectedness of social, economic, environmental, and political factors. Critical Pedagogy promotes interdisciplinary inquiry and collaboration as a means of challenging conventional wisdom and generating new insights. As a result, campuses influenced by these principles may foster interdisciplinary collaboration among students, faculty, and staff, encouraging them to work together across academic disciplines and departments to address real-world challenges.

4. Civic Engagement and Service Learning
Global Citizenship and Development Education emphasises the importance of civic engagement and social responsibility. Critical Pedagogy encourages students to critically reflect on their roles and responsibilities as citizens and agents of change. Campuses influenced by these principles may offer opportunities for students to engage in service learning, community-based research, and civic activism, empowering them to apply their knowledge and skills to make a positive impact in their communities.

5. Dialogue and Debate
Global Citizenship and Development Education and Critical Pedagogy promote open dialogue, critical thinking, and respectful debate. Campuses influenced by these principles may encourage students, faculty, and staff to engage in discussions about complex and controversial issues, providing platforms for diverse perspectives to be heard and respected. Constructive debate and dialogue are seen as essential components of the learning process, fostering intellectual growth and deeper understanding.

6. Global Engagement and Cross-Cultural Understanding
Global citizenship education emphasises the importance of understanding and engaging with diverse cultures, perspectives, and worldviews. Critical Pedagogy encourages students to critically examine their own cultural biases and assumptions. Campuses influenced by these principles may promote study abroad programs, international exchanges, and multicultural events and activities, providing opportunities for students to develop intercultural competence and empathy for others.

 
 

GCDE and CP Foster Cultural Humility

Cultural humility is a framework for interpersonal interactions and self-reflection that involves recognizing and challenging power imbalances, valuing others’ perspectives and experiences, and committing to lifelong learning and growth.

Focus: Cultural humility shifts the focus from expertise or mastery of other cultures to a stance of openness, humility, and willingness to engage in genuine dialogue and self-examination. It emphasises the importance of self-awareness, curiosity, and humility in navigating cultural differences and promoting equity and inclusion.

Examples: Cultural humility training for healthcare providers, educational workshops on cultural competence and humility, and organisational initiatives to foster a culture of humility, respect, and inclusivity.

In summary, while cross-cultural and intercultural approaches focus on understanding and navigating differences between cultures, cultural humility emphasises a relational and introspective approach that prioritises humility, respect, and continuous learning in cross-cultural interactions. Cultural humility is increasingly recognized as a contemporary and inclusive framework for promoting effective communication, collaboration, and social justice in diverse contexts.

 

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Appendix of Additional Resources

 
 

Resources for Critical Scholars

Antonia Darder. A Critical Reflection on Our Struggle for a More Just & Loving World. Available at <https://www.youtube.com/watch?v=Ls2i0MoY10Q> (Opens in a new tab or window)

bell hooks. bell hooks is among the leading public intellectuals of her generation. Her writings cover a broad range of topics including gender, race, teaching, and contemporary culture.

Books centre. Available at <https://www.berea.edu/centers/the-bell-hooks-center/about-bell> (Opens in a new tab or window)

Newschool. Available at <http://www.newschool.edu/milano> (Opens in a new tab or window)

Videos

Critical Thinking at The New School. Available at <https://www.youtube.com/watch?v=G16x0k0fNWU> (Opens in a new tab or window)
Education Liberates. Available at <https://www.youtube.com/watch?v=kY2C_ATNFEM> (Opens in a new tab or window)
A Conversation with bell hooks. Available at <https://www.youtube.com/watch?v=RqSVcnanjM8/span>> (Opens in a new tab or window)
bell hooks speaking freely. Available at <https://www.youtube.com/watch?v=g2bmnwehlpA> (Opens in a new tab or window)
Boaventura de Sousa Santos. University of Bristol “Decolonising the Curriculum”. Available at <https://www.youtube.com/watch?v=HIjbgX7lY4M> (Opens in a new tab or window)

Franz Fanon. Black Skin, White Mask explores for the first time on film the pre-eminent theorist of the anti-colonial movements of this century. Available at <https://www.filmmovement.com/product/frantz-fanon-black-skin-white-mask> (Opens in a new tab or window)

Henry Giroux. Where is the Outrage? Critical Pedagogy in Dark Times . Available at <https://www.youtube.com/watch?v=CAxj87RRtsc> (Opens in a new tab or window)
Henry Giroux. “All education is a struggle over what kind of future you want for young people”. Available at <https://www.youtube.com/watch?v=LCMXKt5vRQk> (Opens in a new tab or window)

Joe Kincheloe. Interview. Available at <https://vimeo.com/72834466> (Opens in a new tab or window)

Paulo Freire. Concepts. Available at <https://freire.org/concepts-used-by-paulo-freire> (Opens in a new tab or window)
Paulo Freire. Guides. Available at <https://guides.library.charlotte.edu/c.php?g=1162254&p=8484887> (Opens in a new tab or window)
Paulo Freire. Importance of Paulo Freire, Henry Giroux, (30 minutes interview Henry Giroux). Available at <https://www.youtube.com/watch?v=wJDn1u5wM-A> (Opens in a new tab or window)
Paulo Freire. Global Citizenship & Critical Consciousness – Presented by Dr Emiliano Bosio. Available at <https://www.youtube.com/watch?v=FC22HU1lTJ0> (Opens in a new tab or window)

Prof Raewyn Connell. Feminist Thought in the Global Economy of Knowledge. Available at <https://www.youtube.com/watch?v=3pGsNFuPbn8> (Opens in a new tab or window)

Sabelo Ndlovu-Gatsheni. African Decolonial Intellectual Movements. Available at <https://african.macmillan.yale.edu/videos/african-decolonial-intellectual-movements-l-sabelo-ndlovu-gatsheni> (Opens in a new tab or window)

Vandana Shiva. Decolonising the Global Economy. Available at <https://www.youtube.com/watch?v=6Pw2z8VvGvk> (Opens in a new tab or window)

 
 

Resources for Key CP and GCDE Concepts

Banking model. The banking model of education. Available at <https://www.youtube.com/watch?v=xOmhgVCJzms> (Opens in a new tab or window)

 

Critical consciousness

David Anderson Hooker on Critical Consciousness. Available at <https://www.youtube.com/watch?v=LmhVNR79Jsw> (Opens in a new tab or window)

Jemal A. (2017). Critical Consciousness: A critique and critical analysis of the literature. Urban Rev.49(4):602-626. doi: 10.1007/s11256-017-0411-3.

8 Key concepts in Critical Pedagogy. Available at <https://www.dns-tvind.dk/critical-pedagogy/> (Opens in a new tab or window)

Key terms of Critical Theory. Available at <https://guides.library.charlotte.edu/c.php?g=1162254&p=8484891> (Opens in a new tab or window)

What is neoliberalism and why do we need to understand it for development. Available at <https://www.youtube.com/watch?v=VmEa_wLapQA> (Opens in a new tab or window)

 

Critiques of Critical Pedagogy

bell hooks on critical pedagogy. Available at <https://www.bcu.ac.uk/education-and-social-work/research/cspace-blog/bell-hooks-and-the-exhaustion-of-critical-pedagogy> (Opens in a new tab or window)

Breuing, M. (2011). Problematizing Critical Pedagogy. International Journal of Critical Pedagogy, 3(2), 2–23. Available at <https://www.marybreunig.com/assets/files/Problematizing Critical Pedagogy.pdf> (Opens in a new tab or window, or right-click to select Save/Download)

Skelton, K. (2023). Counter-Critical Pedagogy: A Manifesto. Critical Studies in Education, 1–18. DOI: https://doi.org/10.1080/17508487.2023.2266522. Available at <https://www.tandfonline.com/doi/full/10.1080/17508487.2023.2266522> (Opens in a new tab or window)

 

Critical Theory & Pedagogies Guides

The Critical Theory Pedagogies guide provides a brief overview of four pedagogies that fall under the theoretical framework of critical theory. The pedagogies covered include Critical Pedagogy, Anti-Racist Pedagogy, Feminist Pedagogy, and Inclusive Pedagogy. Available at <https://guides.library.charlotte.edu/c.php?g=1162254&p=8484890> (Opens in a new tab or window)

Ryoo, J. J., & McLaren, P. (2010). Critical theory. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopaedia of Education (Third Edition) (pp. 348-353). Elsevier. DOI: https://doi.org/10.1016/B978-0-08-044894-7.01388-9.

Gordon, P. (2024, January 5). Everyone Talks About ‘Critical Theory.’ What Is It? The Chronicle of Higher Education. Available at <https://www.chronicle.com/article/everyone-talks-about-critical-theory-what-is-it> (Opens in a new tab or window)

 

Critical Pedagogy and Global Citizenship

McLaren, P., & Bosio, E. (2022). Revolutionary critical pedagogy and critical global citizenship education: A conversation with Peter McLaren. Citizenship Teaching & Learning, 17(2), 165 – 181. DOI: https://doi.org/10.1386/ctl_00089_1. Available at <https://digitalcommons.chapman.edu/education_articles/363/> (Opens in a new tab or window)

Heggart, K. R., & Flowers, R. (2019). Justice Citizens, Active Citizenship, and Critical Pedagogy: Reinvigorating Citizenship Education. Democracy & Education, 27(1). This paper presents one such example of radical citizenship education, Justice Citizens, and presents a framework that fellow critical educators might use to encourage young people to contribute to the public sphere not as citizens-in-waiting but as justice-oriented citizens. Available at <https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1401&context=home> (Opens in a new tab or window)

Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The Curriculum Journal, 21(1), 77–96. DOI https://doi.org/10.1080/09585170903560444.

Educating the Heart. A Curriculum Based and Holistic Approach for Cultivating Compassionate Global Citizenship. Available at <https://www.childrenincrossfire.org/wp-content/uploads/2020/12/Educating-the-Heart-A-Curriculum-Based-and-Holistic-Approach-for-Cultivating-Compassionate-Global-Citizenship.pdf> (Opens in a new tab or window, or right-click to select Save/Download)

 

Critical Pedagogy as Resistance to Hegemony

Affective dimension of everyday resistance
Zembylas, M. (2021). The Affective Dimension of Everyday Resistance: Implications for Critical Pedagogy in Engaging with Neoliberalism’s Educational Impact. Critical Studies in Education, 62(2), 211–226. DOI: https://doi.org/10.1080/17508487.2019.1617180. Available at <https://eric.ed.gov/?id=EJ1292525> (Opens in a new tab or window)

Article about challenging science
Lodge, W. (2021). Confronting repressive ideologies with critical pedagogy in science classrooms. Cultural Studies of Science Education, 16(2), 609–620. DOI: https://doi.org/10.1007/s11422-021-10047-7. Available at <https://pubmed.ncbi.nlm.nih.gov/34335993/> (Opens in a new tab or window)

Article about fascism
McLaren, P., Martin, G., Farahmandpur, R., & Jaramillo, N. (2004). Teaching in and against the Empire: Critical Pedagogy as Revolutionary Praxis. Teacher Education Quarterly, 31(1), 131–153. Available at <https://www.jstor.org/stable/23478424> (Opens in a new tab or window)
Noam Chomsky Manufacturing Consent. Available at <https://www.youtube.com/watch?v=pf-tQYcZGM4> (Opens in a new tab or window)

A Sample Critical Pedagogy Syllabus
Thinking with bell hooks and Paulo Freire: A Syllabus for the Digital Middle East. Available at <https://ideah.pubpub.org/pub/xjbr76eq/release/1> (Opens in a new tab or window)

 

Instructional Strategies to Support CP and GCDE

Kang, H.-K., & O’Neill, P. (2018). Teaching Note—Constructing Critical Conversations: A Model for Facilitating Classroom Dialogue for Critical Learning. Journal of Social Work Education, 54(1), 187–193. Available at <https://www.jstor.org/stable/48543117> (Opens in a new tab or window)

 

Further General Reading and Guides

· Recent eBooks on Critical Pedagogy. Available at <https://guides.library.stanford.edu/critical_pedagogy/recent_ebooks> (Opens in a new tab or window)
· McLaren, P., Martin, G., Farahmandpur, R., & Jaramillo, N. (2004). Teaching in and against the Empire: Critical Pedagogy as Revolutionary Praxis. Teacher Education Quarterly, 31(1), 131–153. Available at <http://www.jstor.org/stable/23478424> (Opens in a new tab or window)
· Lodge W. Confronting repressive ideologies with Critical Pedagogy in science classrooms. Cult Stud Sci Educ. 2021;16(2):609-620. doi: 10.1007/s11422-021-10047-7. Epub 2021 Jul 27. PMID: 34335993; PMCID: PMC8313666.
· Feminist and Critical Pedagogy. Available at <https://guides.library.charlotte.edu/c.php?g=1162254&p=8484890> (Opens in a new tab or window)

 

Critical Pedagogies Guide

The Critical Theory Pedagogies guide provides a brief overview of four pedagogies that fall under the theoretical framework of critical theory. The pedagogies covered include Critical Pedagogy, Anti-Racist Pedagogy, Feminist Pedagogy, and Inclusive Pedagogy. Available at <https://guides.library.charlotte.edu/c.php?g=1162254&p=8484887> (Opens in a new tab or window)

 

Using Data and Research

Our world in Data. Available at <https://ourworldindata.org/> (Opens in a new tab or window)
What do we need to know to make the world a better place? To make progress against the pressing problems the world faces, we need to be informed by the best research and data. Our World in Data makes this knowledge accessible and understandable, to empower those working to build a better world. Throughout this Toolkit, we used charts and data from “Our World in Data” to suggest the ways in which research can pose problems to be investigated in the learning environment. Available at <https://ourworldindata.org/charts> (Opens in a new tab or window)

 

Other Instructional Toolkits for Ideas and Resources to Advance Social Justice using CP and GCDE in the Classroom

· Global Drivers of Inequality. Available at <https://inequalitytoolkit.org/intermon/public/guides/global_drivers_of_inequalities.pdf> (Opens in a new tab or window, or right-click to select Save/Download)
· Modern Day Imperialism. Available at <https://intersectionalenvironmentalist.com/toolkits/global-waste-trade-toolkit> (Opens in a new tab or window)
· Change The Way we Write about Africa. Available at <https://developmenteducation.ie/wp-content/uploads/2023/04/Why_Change_The_Way_We_Write_About_Africa.pdf> (Opens in a new tab or window, or right-click to select Save/Download)
· Financial Justice Tax Justice. Available at <https://www.financialjustice.ie/assets/files/pdf/px4982_just_tax_v5.pdf> (Opens in a new tab or window, or right-click to select Save/Download)
· Educating the Heart. Available at <https://www.childrenincrossfire.org/wp-content/uploads/2020/12/Educating-the-Heart-A-Curriculum-Based-and-Holistic-Approach-for-Cultivating-Compassionate-Global-Citizenship.pdf> (Opens in a new tab or window, or right-click to select Save/Download)

 

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Bibliography that Informed the Development of this Toolkit

 

 

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