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Dissertation/Thesis Abstract

Critical Pedagogy: Use with Privileged Populations
by Gates, Christopher R., M.A., Prescott College, 2011, 122; 1494250
Abstract (Summary)

This thesis looks at the use of Critical Pedagogy with privileged populations. It asks: Given that Freire's intent for Critical Pedagogy focused on the oppressed liberating themselves through educative means, what aspects of this pedagogical approach create solidarity and effective liberatory praxis when working with students of privilege?

This thesis used a mixed method approach that incorporated case study and heuristic methodologies to address the thesis question. The study was conducted within a Prescott College undergraduate course on the topic of Men and Masculinity. The results consisted of written documentation from a blog, an interview with my co-instructor and personal reflections. This thesis argues that Critical Pedagogy is an effective tool for teaching students of privilege how to be in solidarity with the oppressed. It makes the claim that the structure of Critical Pedagogy, in combination with critical content, can provide oppressors with the platform to learn to empathize with, commit to, and actively participate in the social justice struggles of the oppressed in ways that support true solidarity, rather than false charity.

Indexing (document details)
Advisor: Spencer, Jordana DeZeeuw
Commitee: Caniglia, Ph.D, Noel, Hammer, Ph.D, Zoe
School: Prescott College
Department: Education
School Location: United States -- Arizona
Source: MAI 49/06M, Masters Abstracts International
Subjects: Pedagogy, Curriculum development, Education philosophy
Keywords: Critical pedagogy, Paulo Freire, Privilege, Solidarity
Publication Number: 1494250
ISBN: 978-1-124-68414-7
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