Critical Pedagogy in Educational Psychology: A Case Study on Student Responses to Critical Pedagogy

• In Event: Roundtable Session 11
  In Roundtable Session: Critical Analysis of Teaching and Pedagogy

Abstract

The purpose of this paper is to introduce a yearlong critical case-study conducted at one land grant-university in the college of education. The research inquiry is to explore students’ responses to critical pedagogy in an introductory teacher education course devoted largely to educational psychology. The researchers’ aims are to analyze the discourse and narratives participants use to make sense of social issues surrounding education and to learn more about critical pedagogy’s potential impacts and influences to the field of education which is dominated by the field of western psychology. Preliminary findings suggest critical pedagogy can be used in the classroom to disrupt dominant discourses and commonly held beliefs that perpetuate social issues affected and/or contributed by formal education.

Authors

• Mary Crowell, Washington State University

• Paul D. Mencke, Washington State University