A modest critical pedagogy for English as a foreign language education

Journal article


Kim, Mykong and Pollard, Vikki. (2017). A modest critical pedagogy for English as a foreign language education. Education as Change. 21(1), pp. 50-72. https://doi.org/10.17159/1947-9417/2017/492
AuthorsKim, Mykong and Pollard, Vikki
Abstract

This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a "modest critical pedagogy" (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an explicit part of the curriculum, 2) redefines the emancipatory aspect of critical pedagogy to focus on "what we expect students to do and what we as educators do" (Gore 1993, 154) and, 3) re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983) to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.

Keywordscritical pedagogy; English as a Foreign Language; resistance; South Korea
Year01 Jan 2017
JournalEducation as Change
Journal citation21 (1), pp. 50-72
PublisherRoutledge
ISSN1682-3206
Digital Object Identifier (DOI)https://doi.org/10.17159/1947-9417/2017/492
Web address (URL)https://unisapressjournals.co.za/index.php/EAC/article/view/492
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range50-72
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online19 Jul 2017
Publication process dates
Accepted25 Sep 2016
Deposited12 Apr 2024
Additional information

Published by the University of Johannesburg and Unisa Press. This is an Open Access article distributed under the terms of
the Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/)

Copyright remains with the author(s) of the article(s).

All articles published in EAC can be re-used under the following licence: CC BY SA
Creative Commons Attribution-ShareAlike 4.0 International License.

Place of publicationSouth Africa
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