This document outlines a presentation on Revolutionary Critical Pedagogy in language teaching and learning. It provides background on critical theory, critical pedagogy, and revolutionary critical pedagogy. Revolutionary critical pedagogy views schools as sites of ideological struggle and aims to change the nature of schooling and wider society. It criticizes the "banking" concept of education and standardized testing. While revolutionary in nature, it has been criticized by some as more philosophical than practical. Overall, language teaching approaches have shifted from descriptive to more critical views, including critical pedagogy and revolutionary critical pedagogy.

1. Sidi Mohamed Ben Abdallah
University
Faculty of Arts and Human
Sciences
Dhar Mehraz, Fez
Applied Language
Studies and Research
in Higher Education
Master Program
Revolutionary Critical Pedagogy in
Language Teaching and Learning
Academic Year: 2014/2015
Presented by:
Mohamed Benhima
Supervised by:
Dr. Mohamed
Ouakrime

2. Outline
Introduction ……………………………………………………..……………..
 Background ………………….………..…………………………………
 A Tentative Definition of Rvolutionary Critical Pedagogy.
 Principles of Rvolutionary Critical Pedagogy ……..…………
 Implications ………………………….………………………………….
 Criticism ………………………….……………………………………………………..
Conclusion…………………………………………………………………..
Bibiliography ……………………………………………………………..

3. I. Background
 Critical Theory (The Frankfurt School)
 Critical pedagogy (Paulo Freire)
 Critical Applied Linguistics (Pennycook)
 Revolutionary Critical Pedagogy (Peter Maclarn)

4.  Critical Linguistics:
 A redefinition of language:
Fairclough (1992, p.28): “Discourse is more than just language use: it is
language use seen as a type of social practice”.
 A reconsideration of the language teaching approach:
According to Morgan (1997):
This is no longer a matter of drilling students in grammatical skills,
instructing them in turning out a five- paragraph essay, responding
appreciatively to novels, plays and poems or creating their own in
the like manner”. (p. 88)

5.  Two approaches to Education in general and
Language Education in particular appeared:
Critical Pedagogy
Revolutionary Critical Pedagogy
Humanistic Post Marxism

6. II. (Revolutionary) Critical Pedagogy Defined
 The term revolutionary critical pedagogy was used
first by MacLarn:
 “Life in Schools” (1996)
 “Che Guevera, Paulo Freire and the Pedagogy of Revolution” (2004)

7.  “Here is by now a fairly large body of work under the rubric of
‘[revolutionary] critical pedagogy’ ... Viewing schools as cultural areas
where diverse ideological and social forms are in constant struggle,
‘[revolutionary] critical pedagogy seeks to understand and critique the
historical and sociopolitical context of schooling and to develop
pedagogical practices that aim not only to change the nature of schooling,
but also the wider society. (Pennycook 2001: 24)” [emphasis added].

8.  Different terms can be used interchangeably with
critical pedagogy:
 Libratory education;
 Social justice education;
 Education for equity;
 Transformative praxis;
 Empowerment and Praxis;

9. III. Principles and Implications of Revolutionary
Pedagogy
 The notion of banking knowledge;
 Language Loss in immigrant settings;
 Language death;
 English as a colonizing language;
 Students should not use put down or laugh at each
other;
 Standardized tests are considered an illustration of
ruling class hegemony.

10. I V. Criticism of Revolutionary Critical Pedagogy
 According to Ramin (2006), “this is more of a philosophical text than a
“how to” book for classroom practitioners. “Che Guevara, Paulo Freire, and
the Pedagogy of Revolution” signals a profound deepening of McLaren's
own radical project.”
 According to Widdowson, applied linguists should be mediators between
teacher and theoretician not a revolutionary critic.

11. All in all, the teaching and learning of languages
have always been open to ongoing changes. As there
was a shift from a descriptive view of language to a more
critical one, new approaches have appeared to the
teaching and learning of languages and the social
practices that characterize such acts. These approaches
range from critical pedagogy to a more revoultionary
critical one.
Conclusion

12.  Douglas Kellner (2000). Revolutionary Pedagogies. Editor: Routledge.
 Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press
 McLaren, P. (1995). Critical pedagogy and predatory culture: Oppositional politics in a
postmodern era. London and New York: Routledge.
 McLaren, P. (1997). Revolutionarymulticulturalism: Pedagogies of dissent for the new
millennium. Boulder, Colorado: Westview Press
 Morgan, W. (1997). Critical Literacy in the Classroom: The Art of the Possible. London and
New York: Routledge.
 Pennycook, A. (2001). Critical Applied Linguistics: A Critical Introduction. Mahwah NJ:
Lawrence Erlbaum Associates.
Bibliography

13. 2014 /2015