Unpacking the notion of ‘criticality’ in liberatory praxis: A critical pedagogy perspective

Abstract

This paper is informed by the field of socially just pedagogies. A critical pedagogy perspective grounded  in  a  transformative  and  liberatory  praxis  is  employed  to  discuss  why  the  notion  of criticalityis  fundamental  to  classroom  engagement,  especially  within  historically  white  South African  universities.  Although  widely  adopted,  the  meanings  attached  to  criticality  varies.  This paper  focusses  on  criticality  as  used  within  critical  pedagogy  and argues  that  it  ushers  in  a humanising  classroom  pedagogy  that  facilitates  dialogic  relationships  and  promotes  student agency   and   critical   social   consciousness.   Through   employing   a   qualitative   case   study methodology,  this  research  draws  on  data  extracted  from  two  courses  on  identity.  Acritically reflective  gaze  is  adopted  to  examine the  impact  of  criticality  in  these  spaces.  Criticality embedded  in  dialogic  praxis  was  found  to  aid  the  development  of  agency  and  raise  critical awareness about socially just societies. Teachers’ responsibilities for being agents of change, was also highlighted.