Editor's Note

Critical pedagogy is about hope; it dares to believe that a new society can be constructed by reflecting, challenging, and rising (taking action) against societal injustices. Peter McLaren elucidates that critical pedagogy wants to provide an orientation for those educators who believe that the world needs to be transformed. In this 6th issue, we endeavor to unfold the complex and multifaceted concept of critical pedagogy in as much simplicity as relevant sources allowed. The aim is to generate awareness and better understanding of the term, and its related paradigms, for all readers.

It is important for both students and educators to understand critical pedagogy in order to become active and critical citizens and understand the relationship between power and knowledge. Since most educational institutions and schools across the world favor particular forms of knowledge which present specific perspectives on power, social mores and ideas. Critical educators must enable students to critique their experience; to realize the mirage created by the ideological hegemony, which fundamentally serves dominant forces within society and prevents people from unraveling the myths that oppress them. Hegemony refers to the maintenance of domination not by sheer force, but primarily through consensual social practices, social forms and social structures produced in specific sites such as religious spaces and institutions, the state, the school, the mass media, the political system, and the family. Critical pedagogy places its emphasis not on vocational training or humanistic education but it believes that the primary purpose of schooling is self and social empowerment. Paulo Freire, one of the greatest critical educators of our time, states that real critical educational practice must be rooted in the demand for and engagement in emancipatory social change. This engagement has as its starting point a preference for and solidarity with the poor and marginalized. It calls for the elimination of social practices and structures that cause human misery.

This issue of EDucate! introduces Henry Giroux, one of the most influential educators of our time. Where it is true that an educator of Giroux’s stature does not need any introduction; it was equally important for our readers, teachers and most importantly students to understand the power of Giroux’s teachings. I believe that the concepts and thoughts associated with complex fields such as critical thinking, critical pedagogy, democratic schooling cannot be fully understood without understanding Giroux’s role and impact on educational philosophy. Most significantly, Giroux is a living example of how teachers as transformative intellectuals can become a powerful force in rising against injustices and preserving and nurturing democratic values in a society. Shilpa Jain’s ‘Being Critical of Pedagogy’ discusses and analyzes different facets of critical pedagogy and presents the theory, application and challenges associated with this term. Tracy Thompson Khan, a well-known freelance columnist, emphasizes the importance of learning life skills, such as language, logical reasoning, moral ethics etc., as part of the syllabus so that people are better equipped to make informed choices in life, in turn benefiting the society as a whole. Prof. Anita Ghulam Ali’s essay raises critical questions regarding restructuring of education in Pakistan vis-à-vis information and communication technologies. Themrise Khan’s inspiring piece suggests that there is still hope within our educational system. Helena Norberg-Hodge and Ted Trainer articles provide their trademark incisiveness and present some feasible alternate development solutions. Finally, we are privileged to have Dr. Tariq Rahman, the acclaimed linguist and writer of the country, express his views on progressive education in ‘UR On…’

We hope this issue will also prove to be a symbol of hope and inspiration for teachers, students, educators and citizens who want to become conscious of the prevailing oppression and are also committed to ending it. This is central to Freire’s pedagogy as well as ours.

May the year 2003 brings a much-needed semblance of world peace and social justice.

Ambreena Aziz