Critical Pedagogy, Problem based learning & Issue based curriculum

1. ONLINE ASSIGNMENT
Topic: Critical Pedagogy, Problem based learning &
Issue based curriculum.
Submitted by,
Anju A
B.ed English optional
Reg no:16514300001
GCTE, Thycaud

2. INTRODUCTION
The edifice of the present curriculum in Kerala is pillared
on the concepts such as Critical pedagogy and Issue Based
Approach. It envisions the aim and methodology of learning as
construction of knowledge. Learning is conceived as a natural
process, which means that the child constructs knowledge by his
continuous interaction with his society, not limited to the
classroom alone. This result in slowly integrating himself with
the society of his elders this interaction becomes effective in an
environment which recognizes the child as an individual.
A major concern for the renewed Kerala
curriculum Frame work (KCF). 2007 is the approach based on
social issues, which imbibes the spirit of the National Curriculum
Frame work (NCF), 2005. It envisages learning as social process,
because learning happens and develops relating to the
knowledge forms evolved through social processes. Hence
learning should be associated with the growth and development
of a child who indulges creatively in the productive processes of

3. the society without simply conforming to them. Here it becomes
relevant that Issue Based Learning should sensitize the learner
about the social issues in the midst of which he lives and his
active involvement is demanded.
Critical pedagogy is an approach that attempts to help
students question and challenge the existing beliefs and
practices. It helps them achieve critical consciousness. It takes
the issue of power as its central concern in the context of
teaching and learning. It focuses on how and in whose interests
knowledge is produced and ‘passed on’ and views the ideal aim
of education as emancipatory.
The objectives of Critical Pedagogy are:
 Democratization of the people.
 Development of critical thinking among students.
 Access to higher education for all.
 Negation of apartheid in education, making education
relevant to the democratic struggles of the people.
 Bridging the gap that exists between theoretical
knowledge and practical life.

4. Critical Pedagogy has its roots in the critical theory
of the Frankfurt school, which influenced the Brazilian
priest / educator Paule Freire, the most renowned critical
educator. His famous work ‘Pedagogy of the Oppressed’ by
inspired many educational thinkers. Giroux, professor of
Education at Penn State, is perhaps the most well known
critical educator today. Friere’s Pedagogy of the
Oppressed’ popularized the educational ideas which later
came to be known as ‘ Critical Pedagogy’
Joe L kincheloe lists the basic concerns of critical pedagogy as:
 All education is inherently political and all pedagogy
must be aware of this condition.
 A social and educational vision of justice and equally
should ground all education.
 Issues of race, class, gender, sexuality, religion, and
physical ability, are all important domains of oppression
and critical ant hegemonic action.
 The alleviation of oppression and human suffering is a
key dimension of educational purpose.

5.  Schools must not hurt students – good schools don’t
blame students for their failures or strip students of the
knowledge they bring to the classroom.
 All positions including Critical Pedagogy itself must be
problematized and questioned.
 Professionalism of teachers must be respected and part of
the role of any educator involves becoming a scholar and
researcher.
Ira shor defines Critical pedagogy as:
‘Habits of thought, reading, writing and speaking which
go beneath the surface meaning, first impressions, dominant
myths, official pronouncements, traditional cliché’s, received
wisdom and mere opinions to understand the deep meaning,
root causes, social context, ideology and personal consequences

6. of any action, event, object, process, organization, experience,
text, subject matter, policy, mass media or discourse’.
Problem Based Learning addresses the need
to promote lifelong learning through the process of inquiry and
constructivist learning. PBL can be considered a constructivist
approach to approach to instruction, emphasizing collaborative
and self- directed learning and being supported by flexible
teacher scaffolding. PBL follows a constructivist perspective in
learning as the role of the instructor is to guide and challenge
the learning process rather than strictly providing knowledge.
From this perspective , feedback and reflection on the learning
process and group dynamics are essential components. PBL
assists in processes of creating meaning and building personal
interpretations of the world based on experiences and
interactions. PBL assists to guide the student from theory to
practice during their journey through solving the problem.
Barrows defines the Problem Based Learning model as:
 Student centered Learning

7.  Learning is done in small student groups, ideally 6-10
people
 Facilitators or Tutors guide the students rather than teach
 A problem forms the basis for the organized focus of the
group, and stimulates learning
 The problem is a vehicle for the development of problem
solving skills. It stimulates the cognitive process.
 New knowledge is obtained through self- Directed
Learning(SDL)
Advantages of problem based learning
Like any other learning theories, Problem based learning
too has its advantages and limitations when it is implemented
in the curriculum. Since this experiment began in medical

8. education, strong opinions have been expressed and questions
raised regarding the effectiveness and educational efficiency of
problem based learning approach in teaching sciences basic to
medicine.
Following are the advantages and limitations of problem based
learning.
Fosters student centered learning
In problem based learning the students dare actively
involved and they like this method. It fosters active learning,
and also retention and development of lifelong learning skills. It
encourages self directed learning by confronting students with
problems and stimulates the development of deep learning.
Upholds lifelong learning
Project based learning gives emphasis to lifelong learning
by developing in students the potential to determine their own
goals, locate appropriate resources for learning and assume
responsibility for what they need to know.

9. In – depth learning and constructivist approach
PBL fosters deep learning by involving students with the
interaction of learning materials. They relate the concept they
study with everyday activities and enhance their knowledge and
understanding. Students also activate their prior knowledge and
understanding. Students also activate their prior knowledge
frame works.
Reinforces Interpersonal skills and Team work
Project based learning is more of
teamwork and collaborative learning. The teams of groups
resolve relevant problems in collaboration and hence it fosters
student interaction, teamwork and reinforces interpersonal
skills like peer evaluation. Working with group dynamic etc. It
also fosters in them the leadership qualities, learn to make
decision by consensus and give constructive feed back to team
members etc.

10. Self Motivated Attitude
Researchers say that students like problem based
learning classes rather than the traditional classes. The increase
in the percentage of attendance of students and their attitude
towards this approach itself makes it very clear that they are
self-motivated. Itself makes it is very clear that they are self-
motivated .In fact it is more fascinating, stimulating and one of
the good learning methods because it is more flexible and
interesting to students.
Enriches the teacher – student relationship
Since the students are self- motivated,
good teamwork, self directed learning etc. the teachers who
have worked in both traditional and project based learning
formats prefer project based learning. They also feel that
problem based learning is more nurturing, significant
curriculum and beneficial to the cognitive growth of the
student.

11. Based on the theory of problem posing education i.e. education
should be mediated by the issues/problems of the world outside
the classroom the KCF 2007 put forward eight major issues as
the core of our new curriculum which are:
 Lack of scientific land-water management.
 Lack of outlook on agriculture as a way of life.
 Lack of cohesive universal vision.
 Lack of human resource development.
 Lack of cultural consciousness.
 Lack of consideration for marginalized.
 Lack of eco friendly urbanization and industrialization.
 Issues related to health and public health.
The new curriculum is grounded on the belief
that education should provide opportunities:
 to work for social justice
 to resist injustice
 to generate better citizens
 to assimilate social and democratic values

12.  to promote nationalist spirit
 to realize and develop one’s culture
 to promote an understanding of science and
technology.
The issue Based Approach was brought into focus to avoid
fading away of the humanitarian element in education. And
there are other threats also like marginalizing the weaker
sections of the society., mismanagement of water resources,
exploitation of natural resources, anti-agrarian and value- lost
style of life and culture. The Issue Based Approach in curriculum
therefore becomes a defensive step against threats.
There are two opinions – how a curriculum is helpful in social
reformation. Some argue that a curriculum should help the
learners develop the knowledge and skills needed for social
change. Some others think that a curriculum should provide
learners with learning materials which helps them to sensitize
the numerous issues faced by our society as the learners could
intervene directly in social change along with their education.

13. Conclusion
Critical pedagogy considers how education can provide
individuals with tools to better themselves and strengthen
democracy to create a more egalitarian society and the
possibilities for social change through schools. Here the teacher
is more a guide than a facilitator. The curriculum and the text
books are so designed as to ensure necessary activities and
processes.PBL fosters deep learning by involving students with
the interaction of learning materials. Students also activate
their prior knowledge and build on existing conceptual
knowledge frame works.

14. Reference
. Barrows,Howard(1996)“Problem–based learning in medicine
and beyond: a brief overview”.
.Barrett Terry “The problem based learning process and being
flow”
. www.pbl.uci.edu/whatspbl.html