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Information
| Unit | INSTITUTE OF SOCIAL SCIENCES |
| PRESCHOOL EDUCATION (PhD) | |
| Code | OÖ844 |
| Name | Critical Pedagogy |
| Term | 2026-2027 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 4-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 4 National Credit |
| Teaching Language | Türkçe |
| Level | Belirsiz |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. İNANÇ ETİ |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The aim of this course is to approach education not merely as a technical process based on the transfer of knowledge, but as a transformative practice with social, cultural, political and ethical dimensions, and to ensure that students grasp the theoretical foundations of critical pedagogy in conjunction with contemporary debates. Within the scope of the course, the influence of the currently dominant neoliberal currents is examined through the lens of the emancipatory educational approach developed around the ‘Pedagogy of the Oppressed’, focusing on the concepts of dialogue, consciousness-raising, praxis, mechanisms of oppression and democratic participation Furthermore, through the lenses of feminist theory and feminist pedagogy, issues such as gender, gender justice, representation, ethics and power relations within the classroom are scrutinised, thereby reflectively reconstructing the inclusivity of educational environments and the core focuses addressed in academic research
Course Content
Can explain the fundamental concepts, historical development and main theoretical approaches of critical pedagogy. Can evaluate Paulo Freire’s concept of liberating education within the framework of the concepts of dialogue, consciousness-raising and praxis. Can analyse the mechanisms of oppression, domination and inequality in educational processes within the context of the Pedagogy of the Oppressed. Can discuss gender, representation, experience and power relations by adapting the fundamental concepts of feminist theory to the field of education. Can interpret the principles of feminist pedagogy regarding classroom participation, voice, the ethics of care and inclusivity. Students can examine the ideological dimensions of the curriculum, knowledge production and assessment processes from a critical perspective. They can evaluate inequalities based on class, race, ethnicity, language, culture and identity within educational institutions from an intersectional perspective. They can discuss knowledge hierarchies and issues of epistemic justice in line with decolonial approaches. They can analyse the effects of neoliberal education policies on schools, universities and teachers’ labour. They can evaluate the ethical and pedagogical issues arising from digitalisation, algorithms and artificial intelligence applications in educational settings. They can develop alternative lesson plans, learning activities and assessment tools in line with critical and feminist pedagogical principles. They can make critical contributions to academic debates, both orally and in writing. They can develop research or practice projects in the field of education from a perspective of social transformation and emancipation.
Course Precondition
None
Resources
Freire, P. (2001). Pedagogy Of Freedom: Ethics, Democracy, And Civic Courage. Maryland: Rowman And Littlefield Publishers, Inc. Freire, P. (2017). Ezilenlerin Pedagojisi. (Çev.D. Hattatoğlu & E. Özbek). İstanbul: Ayrıntı Yayınları. Gıbson, R. (1999). Paulo Freire And Pedagogy For Social Justice. Theory & Research İn Social Education, 27(2), 129-159. Giroux, H. A. (1988). Teachers As İntellectuals: Toward A Critical Pedagogy Of Learning. Massachusetts: Bergin & Garvey Publishers, Inc. Giroux, H. A. (2009). Dil/Kültürel İncelemeler Alanında Eleştirel Pedagojinin Bir Rolü Var Mıdır? Eleştirel Pedagoji Söyleşileri. (Çev. E. Ç. Babaoğlu). İstanbul: Kalkedon Yayınları. Gramsci, A. (1997). Hapishane Defterleri. (Çev. A. Cemgil). İstanbul: Belge Yayınları.
Notes
Illich, I. (2016). Okulsuz Toplum. (Çev. C. Öner). İstanbul: Roman Oda Yayınları. Jay J. K. & Johnson, K.L. (2002). Capturing Complexity: A Typology Of Reflective Practice For Teacher Education. Teaching And Teacher Education, 18, 73-85. Kellner, D. (2006). Critical Theory. In Randall Curren (Ed.), A Companion to the Philosophy of Education, (pp.161-175). Malden, Mass: Blackwell Publishing.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Can explain the fundamental concepts, historical development and main theoretical approaches of critical pedagogy. |
| LO02 | Can evaluate Paulo Freire’s concept of liberating education within the framework of the concepts of dialogue, consciousness-raising and praxis |
| LO03 | Can analyse the mechanisms of oppression, domination and inequality in educational processes within the context of the Pedagogy of the Oppressed. |
| LO04 | Can discuss gender, representation, experience and power relations by adapting the fundamental concepts of feminist theory to the field of education |
| LO05 | Can interpret the principles of feminist pedagogy regarding classroom participation, voice, the ethics of care and inclusivity |
| LO06 | can examine the ideological dimensions of the curriculum, knowledge production and assessment processes from a critical perspective. |
| LO07 | They can evaluate inequalities based on class, race, ethnicity, language, culture and identity within educational institutions from an intersectional perspective. |
| LO08 | They can analyse the effects of neoliberal education policies on schools, universities and teachers’ labour. |
| LO09 | Can evaluate the ethical and pedagogical issues arising from digitalisation, algorithms and artificial intelligence applications in educational settings. |
| LO10 | Can develop alternative lesson plans, learning activities and assessment tools in line with critical and feminist pedagogical principles |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Develops and deepens the current and advanced knowledge in preschool level based on master's qualifications at the level of expertise and reach original definitions that will bring innovation to science. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Defines the scientific research and analysis methods used in social sciences at advanced level. | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Establishes relationships between the various disciplines and subfields to which the field is related, and obtains original results by using the expertise knowledge in the analysis, synthesis and evaluation of new and complex ideas. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Approaches the new knowledge in his / her system in a systematic way and conducts an advanced research about his / her field. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Develops a new scientific method that brings innovation to science or applies a known method to a different area; At this point, he / she designs and performs an original research. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Makes a critical analysis, synthesis and evaluation of national and international pre-school practices | 5 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Extends the boundaries of knowledge in his / her field by publishing scientific papers related to his / her field in national and / or international refereed journals. | |
| PLO08 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Makes leadership in original and interdisciplinary studies. | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Works independently or as a team member in case of problems related to his / her field | |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Develops new ideas and methods related to the field by using high level mental processes such as problem solving and decision making. | 2 |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Develops effective teaching strategies in order to provide students with the knowledge and skills related to their field and applies them on theoretical, interactive and ethical grounds. | 3 |
| PLO12 | Beceriler - Bilişsel, Uygulamalı | Questions of social and social issues from a critical point of view and open to new perspectives. | 5 |
| PLO13 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Communicates by considering the cultural differences in all national and international studies. | 5 |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Presents scientific studies in a written, oral and visual way to experts or non-experts using information and communication technologies effectively. | |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Establishes and discusses written, oral and visual communication at an advanced level by using a foreign language at least at European Language Portfolio C1 Level. | |
| PLO16 | Yetkinlikler - Alana Özgü Yetkinlik | Develops solutions on social, scientific and ethical issues related to the field and supports the development of these values at national and international level. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to Critical Pedagogy: Education, Power, and Social Transformation | Read "The Pedagogy of the Opressed" | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 2 | Paulo Freire and Pedagogy of the Oppressed | Research about the related concepts with Paulo Freire and Pedagogy of the Oppressed | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 3 | Banking Model, Dialogue, and Problem-Posing Education | Reasearch about the contratst of Banking Model and Dialogue, and Problem-Posing Education | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 4 | Conscientization, Praxis, and Liberation | Read about the Conscientization, Praxis, and Liberation | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Introduction to Feminist Theory: Gender, Knowledge, and Power | Research about The Feminist Theory, Gender, Knowledge, and Power | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Beyin Fırtınası |
| 6 | Feminist Pedagogy: Voice, Location, Experience and Participation | Finding a research about Feminist Pedagogy: Voice, Location, Experience and Participation | Öğretim Yöntemleri: Grup Çalışması, Tartışma, Alıştırma ve Uygulama |
| 7 | bell hooks and Liberatory Classroom Practices | Read about bell hooks and Liberatory Classroom Practices | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 8 | Mid-Term Exam | Write a literature based on the related resources | Ölçme Yöntemleri: Ödev |
| 9 | Curriculum, Ideology, and the Politics of Knowledge | Research about Curriculum, Ideology, and the Politics of Knowledge | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 10 | Class, Race/Ethnicity, Language, and Intersectionality in Education | Read a study about Class, Race/Ethnicity, Language, and Intersectionality in Education | Öğretim Yöntemleri: Tartışma, Soru-Cevap, Grup Çalışması |
| 11 | Decolonial Approaches and Epistemic Justice | Read about Decolonial Approaches and Epistemic Justice | Öğretim Yöntemleri: Soru-Cevap, Tartışma |
| 12 | Neoliberalism, Marketization, and Transformation in Higher Education | Find a study about Neoliberalism, Marketization, and Transformation in Higher Education | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 13 | Critical Approaches to Assessment and Evaluation | Raed about Critical Approaches to Assessment and Evaluation | Öğretim Yöntemleri: Tartışma, Alıştırma ve Uygulama, Soru-Cevap |
| 14 | Critical Pedagogy in the Digital Age: Platforms, Algorithms, and AI | Read about Critical Pedagogy in the Digital Age: Platforms, Algorithms, and AI | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Anlatım |
| 15 | Workshop on Democratic, Inclusive, and Justice-Oriented Course Design | Prepare a Workshop on Democratic, Inclusive, and Justice-Oriented Course Design | Öğretim Yöntemleri: Gösteri, Alıştırma ve Uygulama |
| 16 | Term Exams | Write a research proposal | Ölçme Yöntemleri: Proje / Tasarım |
| 17 | Term Exams | Write a research proposal | Ölçme Yöntemleri: Proje / Tasarım |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 15 | 3 | 45 |
| Out of Class Study (Preliminary Work, Practice) | 15 | 5 | 75 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 15 | 3 | 45 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 15 | 15 |
| Total Workload (Hour) | 195 | ||
| Total Workload / 25 (h) | 7,80 | ||
| ECTS | 8 ECTS | ||